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1 


I K AMrt '4 

MINIMUM ESSENTIAL GOALS 
FOR INDIAN SCHOOLS 

Levels Seven, Eight, and Nine 

REVISED EDITION 


UNITED STATES 

DEPARTMENT OF THE INTERIOR 
BUREAU OF INDIAN AFFAIRS 
BRANCH OF EDUCATION 

Washington 25, D. C. 





UNITED STATES 

DEPARTMENT OF THE INTERIOR 
Stewart L. Udoll, Secretary 


BUREAU OF INDIAN AFFAIRS 
John 0. Crow, Acting Commissioner 


BRANCH OF EDUCATION 
Hildegord Thompson, Chief 


PRICE: 60(Z 


ORDER FROM 
PUBLICATIONS SERVICE 
HASKELL INSTITUTE 
LAWRENCE, KANSAS 


lUTERIOR. HASKELL PRESS. 7-ei«t89*3M 


MINIMUM ESSENTIAL GOALS 
FOR INDIAN SCHOOLS 

Levels Seven, Eight, and Nine 

1955 


UNITED STATES 

DEPARTMENT OF THE INTERIOR 
BUREAU OF INDIAN AFFAIRS 
BRANCH OF EDUCATION 


Sl7 

i5 

.U^9J 

I ^65 


CONTENTS 


PREFACE . i 

COMMITTEES AND CONSULTANTS . ii 

SUPPLEMENTS 

A. Characteristics of Teenagers. iii 

B. Suggestions to Teachers of Reading. v 

C. Commonly Used and Misspelled Words . vii 

D. A Sample Unit. x 

CIVIC RESPONSIBILITIES. 1 

Level Seven . 3 

Level Eight . 15 

Level Nine . 23 

COMMAND OF FUNDAMENTAL PROCESS. 31 

Arithm.etic; 

Level Seven. 33 

Level Eight. 39 

Level Nine . 45 

English: 

Level Seven. 53 

Level Eight. 63 

Level Nine . 71 

SCIENCE . 81 


Level Seven 
Level Eight 
Level Nine 


83 

91 

107 























CONTENTS (Contd.) 


Page 

HEALTH . 129 

Level Seven . 131 

Level Eight. 137 

Level Nine . 143 

VOCATIONS . 151 

Level Seven . 153 

Level Eight. 162 

Level Nine . 167 

BOOKS LISTED IN FOOTNOTES. 177 


BOOKS POPULAR WITH JUNIOR HIGH SCHOOL READERS 


185 












PREFACE 


This revised edition of Minimum Essential Goals for Levels Seven, 
Eight and Nine has been prepared for the Bureau of Indian Affairs, Branch of 
Education. The material is the outcome of committees working intensively dur¬ 
ing three summer-school sessions. The materials and suggestions sent in from 
the field have been carefully analyzed and incorporated. 


As the committees worked, they interpreted a goal as meaning whot 
to teach, the activities as suggestions on how to teach. It should be empha¬ 
sized that the activities are only suggestions; a good teacher will develop 
more. Realizing that the teacher should be familiar with the goals both pre¬ 
ceding and following the level of his class, the committee has incorporated 
the three levels into one volume. 


Both gods and activities should be included in the units of work that 
are being planned by the school for the year, and they should never be taught 
separately. Units of work should not be planned around the goals; achieve¬ 
ment of goals should be the outcome of units. 


We recommend that the administrator with the help of the staff de¬ 
termine: 

1. How the goals are to be used. 

2. Where the goals shall be placed. (These goals do not necessarily 
have to be taught at the level designated.) 

3. Who will be responsible for teaching each goal. 

Since this is one of many revisions, the committee urges teachers to 
keep a record of any new activities and goals they feel would help to further 
the development of the Minimum Essential Goals. The references included 
are suggestions, and each teacher will want to make additions. 


The value of the Minimum Essential Goals will be fully realized only 
if the administrators, beginning at the Area level, will emphasize and encour¬ 
age their use. 


I 


MINIMUM ESSENTIAL GOALS 


LEVELS SEVEN, EIGHT, AND NINE 
CONSULTANTS 


John Carmody. 

Ira Bowman. 

Edith Craig. 

Vernon Forney, D. D. S. .. 

Albert A. Gallen. 

Gertrude Giesen. 

Louisa Haas. 

Cleora C. Helbing. 

Earl C. Intolubbe. 

Orpha McPherson, Ph. D. 

Katherine C. Rose. 

Mamie M. Searles . 

Jeannette J. Simmons. 

Willa Vaughn Tinsley. 

Edgar L. Wight. 


Assistant Director, Navajo Schools 

Vocations 

Vocations 

Health 

Reading 

Librarian 

Health 

Vocations 

Guidance 

Academic 

Health 

Vocations 

Health 

Vocations 

Science 


June 1951 


Leader. Hildegard Thompson 

Assistant Leader. Dorothea Dennis 

Chairman. Edith Ishmael 

Members: Nora A. Benton, Frank Crowell, Gertrude Flanagan, 
Gladys Hershey, Edgar Samons 


June 1952 


Leader. Norma C. Runyan 

Assistant Leader. Dorothea Dennis 

Chairman. Edgar L. Samons 

Members: Nora A, Benton, Norman H. Gregory, Gladys Hershey, 
Glenn C. Lundeen, Jessie O. Whiting 

June 1953 


Leader. Glenn C. Lundeen 

Members: Gladys Hershey, Esther B. Horne, Edgar L. Samons, 
Leon Wall, Jessie O. Whiting 


June 1955 


Leaders. Paul Bramlet 

Glenn C. Lundeen 

Members: Som Beller, Rosemary Davey, Edith Ishmael, Mae Maness, 
Ellen Schatz, Margaret Schiffbauer, Betsy Nakashima 


ii 

























SUPPLEMENT A 


CHARACTERISTICS OF TEENAGERS 


1. Bodily changes during the period of puberty, which may be reached by 
girls from 10-16, by boys from 12-16. 

2. Intense sensitivity concerning his personal appearance. 

3. Increasing interest in the opposite sex, coming earlier in girls, who often 
consider themselves social failures if boys are uninterested in them. 

4. Need for a wholesome outlet for physical energy. 

5. Frequent iuck of energy, due to rapid growth or growth spurts. 

6. Inability to concentrate on one thing for a long period of time. 

7. Tendency to daydream and to search for ideals and standards. 

8. Desire for fun and excitement. 

9. Desire to attract attention by doing or saying startling things. 

10. Demand tor freedom, economic independence, and the experiences and 
privileges of an adult. 

11. Frankness and freedom in expression of opinions. Not all have the cour¬ 
age to do this. 

12. Desire for responsibility but a lack of capacity for mature judgment re¬ 
quired to follow through. An adolescent may act as if he ''knows it all," 
even though he is uncertain within himself. 

13. Awareness of limitations. 

14. Tendency to be over-critical of parents and teachers. 

15. Tendency to expect help from parents and teachers, yet to resent being 
told what to do. 

16. Strong identification with an admired adult or a person of his own age. 

17. Tendency to respond better to the influence of teachers and other adults 
than to that of parents. 



CHARACTERISTICS OF TEENAGERS 


18. Need for recognition and approval by his peers of both sexes and for the 
feeling of belonging to the group. 

19. Need for opproval from adults. 

20. Need for security and affection. 

21. Intimate friendship with members of his own sex. 

22. Conformity to the group with which he identifies himself at the time. The 
pattern of behavior will swing between childish and adult behavior, a fact 
which accounts for his being sometimes defiant and rebellious, and at 
other times cooperative and responsible. 

23. Inconsistency in moods and interests from day to day. 

24. Tendency toward exaggerated emotional response. 

25. Sensitivity to criticism, which may cause him to resort to unpredictable 
behavior. 


26. Tendency to resent one of his own age who stands out from the group, al¬ 
though he may secretly admire his courage. 


iv 


SUPPLEMENT B 


SUGGESTIONS TO TEACHERS OF READING 


1. Give standardized reading tests to determine the approximate reading 
level of each student. 


2. Divide the class into groups of similar reading levels. 

3. Give diagnostic tests in reading to any student wha has unusual reading 
problems to determine the nature of the difficulty. 


4. Check the reading habits of the students through observation and indivi¬ 
dual conferences throughout the year. 

5. Try to obviate the need for remedial reading by proper grouping, teaching 
techniques, and suitable material. 


6. Supply for the classroom a variety of interesting material on the reading 
levels of the students. 


7. Make use of a central library where many books interesting to all stU' 
dents are available. 


8. Determine the chief interests of the student and assist him to find books 
and periodicals dealing with these interests. 

9. Provide many situations in which the student needs to read for informa¬ 
tion which he brings back to share with the class. 

10. Provide many experiences in reading for different purposes, such as skim¬ 
ming, following directions, reading for entertainment, reading to remem¬ 
ber, looking for main ideas or central thought. Assist the student to 
know when to use each method of reading. 

11. Make sure that English idioms are understood by all children. 

12. Continue definite vocabulary development. Teach each student the use 
of the dictionary. Encourage him to keep his own list of new words added 
to his vocabulary. Introduce new words before the student attempts to 
read a selection in which he will encounter them. New words should al¬ 
ways be introduced in connection with the content, never as an isolated 
drill. 

13. Develop effective techniques in word attack, such as using common roots, 
prefixes, suffixes, and derivatives. 

14. Make the student aware of the importance of his eye span in reading and 
the advantage of increased speed resulting from widening this span. 


v 


SUGGESTIONS TO TEACHERS OF READING (Cont'd.) 


15, Supply questions and suggestions as a reading guide for new material in 
order to help the student know what to look for until he acquires suffici¬ 
ent skill to read independently. 


16. Encourage the use of outlines and summaries when needed to clinch main 
ideas found in reeding. 

17. Develop and teach the techniques of oral reading, such as effective 
phrasing, speaking clearly and distinctly, placing emphasis correctly, ac¬ 
cepted pronunciation, pleasing voice, avoiding a reading tone, holding 
the head and the book correctly, and the projection of the reader's per¬ 
sonality to his listeners. 

18. Provide opportunities for oral reading and recognition of good readers. 

19. Use a tape recorder to give the student an opportunity to criticize his oral 
reading. 

20. Keep the student informed of his progress in reading skills. 

21. Challenge the student to reach higher levels of reading. 

22. Keep reading purposeful. 

23. Make each reading experience as enjoyable as possible. 


VI 


SUPPLEMENT C 


COMMONLY USED AND MISSPELLED WORDS 


accept 

beginning 

costume 

eighth 

friend 

accommodate 

believe 

courteous 

enough 

getting 

acquaint 

benefit 

cousin 

embarrass 

girl 

across 

bicycle 

custom 

employee 

government 

advice 

blew 

decide 

every 

governor 

all right 

boundary 

decision 

except 

grammar 

already 

break 

definite 

excitement 

guard 

always 

burst 

democratic 

exciting 

half 

and 

business 

describe 

experience 

having 

any 

busy 

desert 

false 

height 

ambition 

buy 

dessert 

familiar 

hoarse 

among 

can't 

determine 

families 

hole 

analyze 

capital 

develop 

family 

hoping 

answer 

capitol 

different 

favorite 

horse 

appearance 

captain 

dining 

February 

hospital 

appreciate 

careful 

disappear 

fierce 

humor 

article 

character 

disappoint 

finally 

immediately 

athletics 

chose 

doctor 

find 

Indian 

attendance 

climb 

does 

first 

interesting 

author 

clothes 

doesn't 

foreign 

isn't 

beautiful 

college 

dormitory 

forty 

its 

because 

coming 

dropped 

fourth 

it's 

before 

committee 

drowned 

Friday 

jealous 


VII 


COMMONLY USED AND MISSPELLED WORDS (Cont'd) 


know 

laid 

lead 

led 

leisure 

library 

license 

listen 

literature 

loose 

lose 

many 

meant 

minute 

mischievous 

mystery 

muscle 

necessary 

neighbor 

niece 

nineteen 

ninety 

ninth 


noise 

quantity 

occasionally 

quiet 

occur 

quit 

occurrence 

quite 

off 

really 

often 

receive 

our 

recommend 

parallel 

remember 

passed 

sandwich 

past 

sanitary 

period 

secretary 

physical 

sentence 

picture 

Saturday 

piece 

says 

pitcher 

scene 

pleasant 

schedule 

practice 

science 

prejudice 

scissors 

presents 

sense 

principal 

sent 

privilege 

separate 

protein 

similar 

quality 

since 


sincerely 

thorough 

soldier 

though 

speech 

through 

stopped 

to 

stories 

together 

story 

too 

straight 

tried 

studying 

truly 

suggest 

Tuesday 

suppose 

two 

sure 

until 

surely 

unusual 

surprise 

usually 

swimming 

vegetable 

taking 

very 

than 

view 

their 

vitamin 

then 

watch 

there 

weather 

they 

Wednesday 

they're 

went 

thought 

were 

threw 

where 


viii 



COMMONLY USED AND MISSPELLED WORDS 

whether 

write 

which 

writer 

whole 

writing 

who's 

written 

whose 

wrote 

woman 

your 


women you re 

Note: Teachers may odd to this list. 


Teacher Reference: Shefter, Harry, Six Minutes a Day to Perfect Spelling. 
Pocket Books, Inc., N Y. 


SUPPLEMENT D 


A SAMPLE UNIT 


Unit: How good health practices help in the prevention and cure of tubercu¬ 
losis. 


Level Seven 


Approach: All children were scheduled for X-rays in the X-ray mobile unit 

early In the school year. Questions were asked about why school activities 
were interrupted for these X-rays. The unit helped to answer these questions. 


Specific Objectives 


Organization Outline 


To know some symptoms of 
tuberculosis. 


Problem A. 

What are some symptoms of tuberculosis? 

1. Loss of weight 

2. Listlessness 

3. Coughing 

4. Temperature above normal 


To know the cause of Problem B. 

tuberculosis. What is the cause of tuberculosis? 

1. Caused by a germ which attacks: 

a. Lungs 

b. Bones 

c. Glands 

2. Detected by an X-ray 


To understand how tuber¬ 
culosis is spread. 


Problem C. 

How is tuberculosis spread? 

1. Sputum 

2. Sneezes 

3. Common drinking cup 

4. Personal contact 

5. Food, especially milk 


X 


A SAMPLE UNIT (Cont'd) 


Suggested Pupil Activities 


See the film, Goodby, Mr. Germ. Listen to 
the teacher's introduction of the unit, which 
will include a brief outline of what it will 
cover. Read references to find out what the 
symptoms of tuberculosis are. Some stu¬ 
dents might interview the school nurse to 
find out this Information. Make oral reports 
on information found. 


Arrange for the school nurse to come in and 
talk about the cause of tuberculosis. Watch 
her show the kinds of X-rays, which detect 
the presence of tuberculosis. See the film¬ 
strip, T. B.—What It Is and What To Do 
About it. 

Ask each other questions about the film¬ 
strip. Begin a word list of new words and 
their definitions. 

Add to this list through the entire unit. 


Read assignments. Have informal discus- 
i sions on the problem. Make posters on how 
i tuberculosis is spread. Visit a dairy to learn 
: about pasteurization and the tuberculin test 
for cows. Evaluate the field trip. 


Materials of Instruction 


Booklet from National Tuberculosis Associ¬ 
ation, Tuberculosis, Facts in Picture Lan¬ 
guage. 

Film: Goodbye, Mr. Germ. 


Brandwein, Paul F. and others, You and 
Science. Harcourt, Brace and Co., Chicago, 
1955, p. 113. 

Carroll, Franklin B., Understanding Our 
World. The John Winston Co., Dallas, 1952, 
p. 234. 

Booklet, National Tuberculosis Association, 

What You Need to Know About T. B. 

Film: This Is T. B. 


Brandwein, Paul F. and others, You and 
Science. Harcourt, Bruce and Co., Chicago, 
1955, p. 106. 

Leaflet by Metropolitan Life Insurance Co., 

Tuberculosis. 

Shacter, Helen and others. You're Growing 
Up. Scott, Foresman and Co., Dallas, 1950, 
p. 177. 


xi 



A SAMPLE UNIT (Cont'd) 


Specific Objectives 


Organization Outline 


To understand why tuber- Problem D. 

culosis is dangerous. Why is tuberculosis dangerous? 

1. Symptoms are similar to other dis" 

eases. |j 

2. Children are susceptible to it. || 

3. One may have it for some time befon 
It is detected. 


To learn how tuberculosis 
Is cured or arrested. 


Problem E. 

How Is tuberculosis cured or arrested? 

1. Medical treatment 

2. Proper food 

3. Rest 


To understand how tuber¬ 
culosis can be prevented. 


Problem F. 

How can tuberculosis be prevented? 

1. Good sanitation j 

2. Keep healthy 

3. Avoiding contact with people suffer 
ing from tuberculosis 

4. Education of the public concerning tu 
berculosis 


xii 






A SAMPLE UNIT (Cont'd) 


Suggested Pupil Activities 


■See the f i I m s t r i p s, T. B. Facts and Edward 
fLivingston and the Crusade Against Tuber- 
Iculosis. 

Continue reading the assignments on tuber¬ 
culosis. 

After a class discussion give examples of 
friends or classmates who have suddenly 
had to go to the sanatorium for tuberculosis 
[treatment. 


'I 

kead assignments. Conduct a panel discus- 
jljion on the cause and cure of tuberculosis, 
l^rite letters, make cartoons and scrapbooks 
pr write a classroom newspaper to send to 
'Friends or classmates in a sanatorium or 
lospital. 


lee the film, Trail to Health. 

Zarry on a class discussion on how tubercu- 
osis can be prevented. 

)ee the film. Tuberculosis, as a review and 
jummary of the unit. Discuss the picture 
and clear up any points or questions. Take 
he mastery test and evaluate what has been 
earned. 


Materials of Instruction 


Carroll, Franklin B., Understanding Our En¬ 
vironment. The John Winston Co., Dallas, 
1952, pp. 202-204. 

Film strips: T. B. Facts. 

Edward Livingston and the Crusade Against 
Tuberculosis. 


Brandwein, Paul F. and others. You and 
Science. Harcourt, Brace and Co., Chicago, 
1955, pp. 113-114. 

Shacter, Helen and others. You're Growing 
Up. Scott, Foresman and Co., Dallas, 1950, 

p. 182. 

Booklet, National Tuberculosis Association, 

How To Kill T. B. Germs. 

Filmstrip: T. B.—What It Is and What To 
About it. 


Shacter, Helen and others. You're Growing 
Up. Scott, Foresman and Co., Dallas, 1950, 
p. 183. 

Films: Trail to Health 
Tuberculosis 


SUGGESTED MASTERY TEST 


Answer True or False: 
i _ 1. Tuberculosis is inherited. 

-2. X-ray mobile units take very small X-ray pictures. 

_ 3. Loss of weight is always a sign of tuberculosis. 

- 4. Lungs are more often attacked by the tuberculosis germ than 

are other parts of the body. 

_ 5. The school nurse can help one arrange for an examination for 

tuberculosis. 


xiii 









A SAMPLE UNIT (Cont'd) 


6. Tuberculosis can always be cured. 

7. The tuberculin test is given to dairy cows. 

8. Money from the sale of tuberculosis Christmas seals Is used to 
fight the spread of tuberculosis. 

9. Sunshine kills all tuberculosis germs. 

10. Tuberculosis patients go to a sanatorium for treatment. 


Matching: 

- A disease spread from one to another 

- A test given to detect tuberculosis 

- Bacteria and microbes are often called 

- Signs of a disease 

- Drug used to help the body combat germs 


Multiple choice: 

1. A person with tuberculosis has 

- a. a positive reaction to the tuberculosis test. 

- b. many headaches. 

- c. negative reaction to the tuberculosis test. 

- d. difficulty in breathing. 

2. Pasteurization of milk means to 
- a. boil milk. 

- b. heat milk to a temperature of about 145“ F. 

- c. can milk in tin. 

- d. cool triilk to the freezing point. 


1. streptomycin 

2. germs 

3. aspirin 

4. tuberculin 

5. contagious 

6. symptoms 

7. negative 

8. pulmonary 


XIV 




















A SAMPLE UNIT (Cont'd) 


Tuberculosis is dangerous because 

- a. we all have it. 

- b. children have it. 

- c. it is difficult to cure. 

- d. Indian people get it. 

A good cure for tuberculosis is 

- a. to eat a lot of food. 

- d. to eat proper food. 

- c. to spend all day outside. 

- d. to drink a lot of water. 

The tuberculosis germ may be found in 

- a. pasteurized milk. 

- b. bread. 

- c. raw milk. 

- d. coffee. 

A symptom of tuberculosis is 

- a. over-weight. 

- b. listlessness. 

- c. healthy appearance. 

- d. subnormal temperature. 

When tuberculosis patients have visitors they should 

- a. share drinking cups. 

- b. turn aside when coughing. 

- c. use a tissue instead of handkerchief. 

- d. wear a mask. 


XV 

















A SAMPLE UNIT (Cont'd) 


8. An arrested tuberculosis patient can select proper food by 
- a, asking the grocery man. 

- b. using the basic seven food chart. 

- c. reading books about food. 

- d. watching his neighbor. 

9. A tuberculosis patient needs to 

- a. have definite rest periods. 

- b. read many books. 

- c. talk much with his friends. 

- d. take walks in the sunshine. 

10. Chest X-ray examinations 

- a. are given in every school. 

- b. are paid for by each patient. 

- c. should be given in the spring. 

- d. help in the fight against tuberculosis. 


xvi 














GOALS 


LEVELS SEVEN, EIGHT, AND NINE 


CIVIC RESPONSIBILITIES 


SUGGESTED REFERENCES 


1. Cleora C. Helbing, Minimum Essential Goals for Everyday Living in Indi¬ 
an Schools. Goals 24-29. Bureau of Indian Affairs, Department of the 
Interior, Washington, D, C., 1952. (This title Is temporarily out of print. 
Copies should be on file in most Bureau school libraries. Copies are also 
available in many State University Libraries or may be obtained on inter- 
library loan from the Department of the Interior Library, Washington 25, 
D. C.) 


2. McDowell, Nancy E., Your Club Handbook. Life Adjustment Booklet, 
S. R. A.,* Chicago, 1953. 


3. Everyday Living. Goal 49. 


4. Everyday Living. Goal 49. 


5. Everyday Living. Goals 45-46. 

About Growing Up. National Forum, Inc., Chicago, 1949. 


6. Everyday Living. Goal 38. 


7. Landis and Landis, Building Your Life. Prentice-Hall, Inc., N. Y. 1954 
pp. 133-145. 

* Science Research Associates, 57 W. Grand Avenue, Chicago. 


2 



GOAL LEVEL SEVEN 

SUGGESTED ACTIVITIES AND TECHNIQUES 

1. Participates in house, 
building, home room, or 
classroom organizations. 

The student makes his contribution in accordance 
with prescribed rules of order and plans to carry 
on constructive activities with other members of 
the group. 


2. Participates in student 
council affairs. 

The student council should include delegates 
from the seventh level. These students will partic¬ 
ipate in council affairs and carry the organiza¬ 
tion's policy back to their groups. 

3. Takes active part in plan¬ 
ning and conducting a 
school election of officers. 

The class may visit the polls and see a real com¬ 
munity election in action. They may also partici¬ 
pate In a mock election before the school elec¬ 
tion. In the school election the class may take 
charge of some of the following activities: regis¬ 
tration, preparation of the ballots, checking reg¬ 
istration, being responsible for the ballot box, etc. 

4. Plans with teacher and other 
members of the group, and 
carries out under supervision 
activities for school and 
campus improvement. 

The student should see the importance of his 
group's place in the whole school organization. 
The activities for campus Improvement In which 
he may participate will be varied and differ with 
the area and the type of school. The group may 
set out trees, make signs, paint, and redecorate, 
etc. 

5. Takes pride in his school 
and Its accomplishments. 

Each child needs to develop a sense of pride and a 
desire to assist freely with group activities, know¬ 
ing the praise and glory will be for the school as 
a whole, with no particular individual acknowl¬ 
edgment. Learns to be eager and willing to assist 
in such activities as keeping the classroom and 
school building clean and attractive. Knows that 
much more can be accomplished through group 
cooperation than by individual assignments. 

6. Knows the dangers of electri¬ 
cal equipment. 

The student should be fully aware that electrici¬ 
ty is very dangerous if improperly used. He should 
disconnect his iron. He should be careful never 
to touch exposed wires. Electrical Christmas dec¬ 
orations should be set up only under adult super¬ 
vision. 

7. Recognizes the Importance of 
regular attendance. 

A student should feel a keen sense of need for 
regular attendance because of the realization 


3 


SUGGESTED REFERENCES 


8. Everyday Living. Goal 21. 


9. Everyday Living. Goal 7. 


10. Everyday Living. Goals 18-19. 

Shacter, Helen and others, You're Growing Up. 
Chicago, pp. 158-163, 170. 


11. Everyday Living. Goal 49. 


13. Everyday Living. Goal 49. 

Aker, Homer Ferris, and Aker, Vanza Nielsen^ 
ment. Harr Wegner Pub., Co., San Francisco, 


Scott, Foresman and Co., 


You and Your Govern- 

1948. 


4 


GOAL LEVEL SEVEN 

SUGGESTED ACTIVITIES AND TECHNIQUES 

7. (Cont'd) 

that he misses something worthwhile and needful 
to his personal welfare. If he misses a class he 
must do make-up work for that day. In his clubs 
and activities he loses his place in the line of 
progress. He must realize that once he gets be¬ 
hind he must give up leisure time activities to 
catch up. 

8. Recognizes the importance of 
being on time. 

An individual may affect group action. He should 
learn to be on time because he wants to cooperate 
and also because he realizes that it is a good 
mark in his favor. Committees like other groups 
do not function best until all are present. Sched¬ 
ules should allow sufficient time for students to 
get where they belong on time. 

9, Plans with the help of an 
adult and carries to con¬ 
clusion, units of work or 
projects of work that extend 
over several days or weeks. 

At this level he is extending his ability to plan 
over a long period of time and in more complex 
situations; for example: A unit on the importance 
of good food in respect to good health. Keeps 
charts up to date which carry over extensive 
periods. 

10. Serves on committees that 
gather information which 
contributes to common group 
problems. 

The pupil becomes a team worker. He recognizes 
and accepts his responsibility to contribute to the 
solution of the problems assigned to the commit¬ 
tee. His personal opinions, wishes, and actions 
are important only to the extent that they con¬ 
tribute to the success of the committee's efforts. 

11. Participates with Junior Red 

Cross or other organizations 
for community improvement. 

In cooperating with large civic groups he has a 
feeling of being a part of a larger organization: 
local, national, and international. He may be¬ 
come a member, contribute money, take part in 
a project, exchange gifts, or help make an exhib¬ 
it. 

12. Knows the local pattern of 
tribal government. 

The student should know how the leader and the 
members of his tribal organization are elected 
and their responsibilities. He should know the 
names of his own representatives. 

13. Knows the functions of 
local officials and the 
services they render. 

These officials will vary with places and schools, 
it may be the policeman, the highway patrolman, 
the health officials, county-elected officials, or 
any others he may contact. The main idea of this 


5 



SUGGESTED REFERENCES 


14. Seashore, Robert H,, and Van Dusen, A. C. How To Solve Your Problems. 
S. R. A., 1950. 


15. Goslin, Ryilis, end Goslin, Oscar, Democracy. Harcourt, Brace and Co., 
Inc., N. Y., 1940, pp. 19-23. 


16. Wight, Edgar L., Classroom Activities Relating to Natural Resources. 

Bureau of Indian Affairs. Department of the Interior, Washington, D. C. 


17. Everyday Living. Goals 38-47. 




18. Everyday Living. Goal 43. 

> • 

v'’’ - 

if, A, 



6 


GOAL LEVEL SEVEN 

SUGGESTED ACTIVITIES AND TECHNIQUES 

13. (Cont'd) 

goal is to develop the child's realization that 
these people are his friends. It is good to have 
these officials visit the class and talk about their 
work. 

14. Responds to group criticism 
in ways conducive to group 
progress. 

The group should discuss and formulate stand¬ 
ards of achievement. If any individual's work in 
the group does not come up to par, he must be 
made to feel that the criticism given is not per¬ 
sonal but for improvement of the work done by 
the group. One member of the cast can make a 
play inferior. In like manner, the same attitude 
should be developed toward criticism of the 
group. 

15. Mokes others feel accepted 
in his group. 

He should be willing to team up with other mem¬ 
bers of the group. He may share a work detail, a 
dance, or work on an academic assignment with 
any member of the group. 

16. Understands that man is in¬ 
fluenced by the conditions 
under which he lives or has lived 
in the past. (Local or com¬ 
munity.) 

The class should select a local condition which 
greatly influences the daily lives of the people in 
the area and make an intensive study. For ex¬ 
ample, It could be the shortage of water In the 
Southwest and the ways in which people must 
adapt themselves to this condition. 

17. Extends his respect for 
equipment. 

Expensive pieces of equipment are to be found in 
most schools. Perhaps it may be demonstrated 
what happens when a movie projector or electric 
polisher is out of order. If abused, some pieces of 
equipment can never be made as useful or at¬ 
tractive as they were originally. 

18. Develops pride and appreci¬ 
ation in making things 
beautiful in everyday living. 

The student may make use of whatever he finds 
in his locality to beautify his classroom or dormi¬ 
tory. 

Boys may visit the girls' dormitory and vice versa; 
there may be intervisitation among the class¬ 
rooms; and occasional open house should be held 
to develop pride in the student in the way he 
keeps his school quarters. Field trips to other 
schools may be helpful. 


7 




SUGGESTED REFERENCES 


19. Robinson, Clark, Moking the Most of School and Life. The Macmillan 
Co., N. Y., 1952. 

Bacmeister, Rhcda W., Your Children's Manners. Life Adjustment Book¬ 
let, S. R. A.. Chicago, 1952. 


20. Menninger, Wm. C., Let's Be Friends. Junior Life Adjustment Series, 
S. R. A., Chicago, 1953. 

Everyday Living. Goal 19. 

Landis and Landis, Building Your Life. Prentice-Hall, Inc., N. Y., 1954, 
pp. 49-62. 

About Growing Up. National Forum Inc., Chicago, 1949, 


21, Everyday Living. Goal 23. 

Jenkins, Gladys Gardner, and others. Teen-agers. Scott, Foresman and 
Co., Chicago, pp. 64-118. 

Shacter, Helen, Getting Along With Others. Life Adjustment booklet, 
S. R. A., Chicago, 1949. 

*Film: Dinner Party 


22. Bureau of Indian Affairs, Dormitory Recreation Equipment Indoor and 

Outdoor. Department of the Interior, Washington, D. C., 1955. 

Bancroft, Jessie H., Games. The Macmillan Co., N. Y,, 1937, pp. 269- 

324. 

Lawson, Arthur H., Homemade Games. J. B. Lippincott, Philadelphia, 
1934. 

Harbin, E. O., The Fun Encyclopedia. Abingdon-Cokesbury Press, N. Y., 
1940. 


23. Everyday Living. Goal 23. 

Jenkins, Gladys Gardner and others. Teen-agers. Scott, Foresman and 
Co., Chicago, pp. 64-118. 

Shacter, Helen, and Bauer, W. W., You and Others. Scott, Foresman 
and Co., Chicago, 1949, pp. 64-69. 


24. Shacter, Helen, Into Your Teens. Scott, Foresman and Co., Chicaao 
1951, pp. 210-226. 


*Note: All visual aids listed may be obtained from the Service-Wide Library 
P. O. Box 345, Brigham City, Utah. 


8 



GOAL LEVEL SEVEN 

SUGGESTED ACTIVITIES AND TECHNIQUES 

19. Realizes that having an in¬ 
terest in others is a way 
to make friends. 

The teacher may make a survey of the individual 
interests of the group. She may then place those 
with similar Interests together. For an assignment 
students may make character sketches of each 
other. Will Rogers, or other men who made 
friends easily and were interested in people, may 
be studied. 

20. Realizes the desirability of 
having many friends. 

Understands how having many friends helps to 
develop a good personality and a broader interest 
in many people, enabling him to have more social 
contacts. Help him to see the value of thinking 
clearly and fairly in his associations with his 
classmates and other associates. 

21. Uses proper manners while 
with the opposite sex; uses 
common courtesies at dances 
and parties. 

Students at this age are eager to learn how to act 
properly around the opposite sex. Phases of this 
teaching should be done in classrooms, dormito¬ 
ries, and home economics departments. In the 
classroom students may hand in questions they 
want answered. Answers may be dramatized. 
Class parties and exchange visits with other 
schools give children a chance to use what they 
have learned. 

22. Learns a variety of quiet 
games either at home or at 
school. 

Each member of the group finds a quiet game he 
likes and thinks his group might like. He should 
study the game in order that he may present it to 
the other members of his group. Booklets may be 
kept with directions for playing the games they 
like the best. Each child may be informed of his 
privilege to keep the book for future home use. 
Checkers, scrabble, monopoly, dominoes, and 
skunk are samples that may be used. 

23. Participates in dance 
parties. 

Boys and girls want to associate with each other, 
but need encouragement before they will partici¬ 
pate in some forms of dancing. They like the phy¬ 
sical activity and rhythmic action of folk and 
square dances. 

24. Learns to enjoy physical 
activity commensurate with 
his ability. 

A student should learn the assets and liabilities 
connected with physical activity. He should un¬ 
derstand that time and atmospheric conditions 
bear consideration in all his physical activities. 
He should also learn to discipline himself as to 
how long to play and what types of games he can 
not participate in because of his own persona! 
health condition. 


9 


SUGGESTED REFERENCES 


25. Everyday Laving. Goal 18. 

Hertz, Barbara Valentine, Where Are Your Manners? Life Adjustment 
Booklet, S. R. A., Chicago. 


26. Everyday Living. Goal 18. 

Hertz, Barbara Valentine, Where Are Your Manners? Life Adjustment 
Booklet, S. R. A., Chicago. 


27. Robinson, Clark, Making the Most of School and Life. The Macmillan 
Co., N. Y., 1952, pp. 218-220. 


28. Everyday Living. Goal 19. 


29. Bacmelster, Rhoda W., Your Children's Manners. Life Adjustment Book¬ 
let, S. R. A., Chicago. 1952. 

Shacter, Helen, Into Your Teens. Scott, Foresman and Co., Chicago, 
1951, pp. 41-61. 


30. McKown, Harry C., Home Room Guidance. McGraw-Hill Book Co., Inc., 
Chicago, 1946, pp. 291-295. 


31. Ruff, Edna M., High, Lo—Together Go. Hall and McCreary, 1953, 
pp. 1-79. 

Everyday Living. Goal 22. 


32. Luther, Fronk, Americans and Their Songs. Harper and Bros., N Y 
1942. ’ ■' 


10 


GOAL LEVEL SEVEN 

SUGGESTED ACTIVITIES AND TECHNIQUES 

25. Expresses appreciation by 
making definite statements. 

Students should make the usual polite responses, 
both oral and written, without being prompted. 

26. Learns how to express sympa¬ 
thetic feeling for others who 
experience sadness or trouble. 

Students may send appropriate cards or letters as 
a class activity. They may, as a group or as indiv¬ 
iduals, do a kind, thoughtful act to show sympa¬ 
thy for someone. 

27. Analyzes his own actions in 
order to prevent discredit 
to himself or his family. 

Hove discussions on actions that reflect credit 
and are pleasing to their families. When thought¬ 
less actions occur they should be discussed in a 
constructive way, either with the group or individ¬ 
ually. 

28. Accepts blame when he is at 
fault. 

This is another concept of honesty. The student 
should be mature enough to realize that many 
times he needs to report his own failure so that 
something can be done about it. He should share 
in correcting his own faults. 

29. Realizes he must do his own 
work. 

This is another concept of honesty. The student 
should realize that in order to learn he must do 
his own assignments and that copying from a 
neighbor can be a definite disadvantage. 

30. Reports to the group, be¬ 
havior which he considers 
detrimental to the common 
good. 

This does not mean being a tattle tale. This 
means reporting to the group important things 
that the group should know about, should con¬ 
sider, and upon which they should take construc¬ 
tive action. 

31. Takes part In the singing of 
school songs. 

He should know and try to sing all the school 
songs so that he can participate wholeheartedly 
in school assemblies and athletic events. 

32. Develops an understanding 
of good music. 

Listens to good selections. Learns appreciation 
through the study of the lives of composers and 
the stories which prompted them to compose that 
particular selection. Includes ballads, semi- 
classicals, spirituals, patriotic selections and sa¬ 
cred songs. 


SUGGESTED REFERENCES 


33. Bettelheim, Bruno, Overcoming Prejudice. Life Adjustment Booklet, 
S. R. A., Chicago. 

Everyday Living. Goal 49. 


34. Barrows, Harlan H., and Parker, Edith Putnam, The American Confi- 
nents. Silver Burdett Co., Dallas, 1954. 

Meyer, J. G., and others. Our Southern Neighbors. Follett Pub. Co., Chi¬ 
cago. 

Meyer, J. G., and others. Our American Neighbors. Follett Pub. Co., Chi¬ 
cago. 


35. Carls, Norman, and others. Neighbors in Latin Americo. John C. Winston 
Co., Chicago. 


36. Atwood, Wallace W., and Thomas, Helen Goss, The American Nations. 
Ginn and Co., Chicago, pp. 269-381. 


37. Carls, Norman, and Sorenson, Frank E., Neighbors in Latin America. 
John C. Winston Co., Chicago. Unit I pp. 1-16. 


38. Townsend, Herbert, Our America. Allyn and Bacon, Chicago, 1953, 
pp. 127-152. 

Wilder, Howard B., This Is America's Story. Houghton Mifflin Co., Chi¬ 
cago, 1948, pp. 359-403. 


12 


GOAL LEVEL SEVEN 

SUGGESTED ACTIVITIES AND TECHNIQUES 

33. Accepts an individual as a 
member of his group, regard¬ 
less of race or culture. 

He has been taught earlier to respect racial cus¬ 
tom. Now he should begin to regard a member of 
another culture for what he is and what he can 
do. He should be willing to mix socially and as¬ 
sume his share of the entertaining. 

34. Learns something about the 
everyday living of other 
people in the Western hemis¬ 
phere. 

Is able to make a comparison in respect to home 
life, foods, religious beliefs, education, recreation 
and cultural background. Learns how climatic 
conditions affect their habitat. Understands the 
relationship of culture and religion. 

35. Learns the chief resources 
and industries of the 

Western hemisphere. 

List the chief natural resources that are impor¬ 
tant to us. Find out in which countries they are 
located. Make a pictorial map showing the lo¬ 
cation of the major industries. Learn how the 
geographical factors influence the industrial de¬ 
velopment, Find out what products each country 
imports. 

36. Understands the basic 
differences between our 
government and the govern¬ 
ments of our neighbors. 

By the use of a large wall map locate the capital 
of each country with a small flag or a little book¬ 
let in the shape of a capitol building. Inside the 
booklet may be placed information which has 
been secured through research as to the type of 
government they maintain. 

37. Learns the importance of 
being friendly with our 
neighbors to the north and 
south. 

From the study of goals 33, 34, and 35 the child 
has gained an over-all picture of the Western 
hemisphere. Stress points of importance concern¬ 
ing peacetime security. Compare reasons for our 
interdependence where they are concerned. 

38. Understands that man Is in¬ 
fluenced in his thinking by 
the conditions under which 
he lives or has lived in the 
past. 

Students may make a study of problems carried 
over from the North vs. the South conflict in the 
United States and the problems of industrial and 
agricultural areas. 


13 


SUGGESTED REFERENCES 


39. Letten, Mildred C., and Ries, Adele M., Clubs Are Fun. Science Research 
Associates, Inc., 57 W. Grand Ave., Chicago 10, 1952. 

McDowell, Nancy E., Your Club Handbook. S. R. A., 1953. 

Beery, Mary, Manners Made Easy. McGraw-Hill Book Co., Inc., N. Y., 

1949, pp. 31-48. 

Everyday Living. Goals 24-29. 


40. Aker, Homer Ferris, and Aker, Vanza Nielsen, You and Your Govern¬ 
ment. Harr Wagner Publishing Company, San Francisco, 1948, pp. 5-24. 


41. Newsom and others. Living and Planning Your Life. Book 2-Grade 8. 
Monarch Book Co., Gunnison, Colo., 1948. 

Everyday Living. Goals 46-47. 


42. Corbin, Dan, Recreation Leadership. Prentice-Holl, Inc., N. Y., 1953, 

pp. 74-83. 

Everyday Living. Goal 49. 


43. LeCount, Samuel and Hardy, Louis, How to Study in High School. (A 
manual and workbook.) Pacific Books, Box 558, Palo Alto, Calif., 1952. 
Gerkin, C. d'A, Study Your Way Through School. S. R. A., 1953. 

Film: How To Study 16 mm. 10 minutes 


44. Mulac, Margaret E., The Game Book. Harper Bros., N. Y. 

Borst, Evelyne, The Book of Games for Boys and Girls. A. S. Barnes and 
Co., 232 Madison Ave., New York 16, 1953. 

Boyd, Neva L., Home Gomes. H. T. FitzSimmons Co., 23 E. Jackson 
Blvd., Chicogo, 1942. 

Corbin, Dan H., Recreation Leadership. Prentice-Hall, Inc., 70 Fifth Ave., 
New York 11, 1953. (teacher) 

Betz, Betty, The Betty Betz Party Book. Grosset & Dunlap, N. Y., 1947. 

Mitchell, Viola A., Softball for Girls. A. S. Barnes & Co., Inc., N. Y., 
1952. 

Mason, Bernard S., Active Games and Contests. A. S. Barnes & Co., N. 
Y., 1935. 

Bureau of Indian Affairs, Dormitory Recreation Equipment. Department 
of the Interior, Washington, D. C., 1955. 


14 


GOAL LEVEL EIGHT 

SUGGESTED ACTIVITIES AND TECHNIQUES 

39. Extends his participa¬ 
tion in home, building, 
homeroom, or classroom 
organization. 

This is an advanced phase of Goal 1, Level Seven. 
The student should be able now to follow Robert's 
Rules of Order in participating or in conducting 
formal meetings. He should respect the opinions 
of others and practice courtesy In rejecting their 
opinions, or in disagreeing with them. He accepts 
the will of the majority. 

40. Participates in student 
council affairs; under¬ 
stands the limitation of 
student authority in 
school affairs. 

The council delegates should get a clearly de¬ 
fined conception of their place in school affairs. 
The teacher may assist the delegates in giving 
this information to their classmates. Student 
council members may exchange visits with other 
schools to share ideas in student government. 

4l. Assumes leadership and 
responsibility for campus 
improvement with a mini¬ 
mum of supervision. 

The student has been working with this right 
along. Now he should be encouraged to make 
suggestions for group activities and to act as 
leader of the group in carrying them out. Campus 
situations are so different that these activities 
vary from place to place. The group will need to 
choose those that are suitable. 

42. Plans and carries out 

club projects for community 
and school betterment. 

In Boy and Girl Scout Clubs, 4-H Clubs, and 
others, the student may work from a school-wide 
and community standpoint. 

43. Plans and budgets time for 
his daily program of activi¬ 
ties. 

The student may make a circle graph showing 
what he does and the portion of time he gives to 
each activity. Study the distribution and make 
improvements if any are needed. Plan and give a 
dramatization for an all-school assembly on how 
not to study and how to study. 

44. Extends his knowledge of 
games for home and school. 

The student will learn various card games such as 
rook, canasta, rummy, solitaire, and hearts. He 
should learn indoor games like checkers, Chinese 
checkers, dominoes, monopoly, Russian bank, 
pick up sticks, bingo, table pool, spin the bottle, 
ring on the string, upset the fruit basket, cootie, 
ping-pong etc. 

He should learn such outdoor games as baseball, 
volleyball, badminton, horse-shoes, archery, quo¬ 
its, croquet, etc. 


15 



SUGGESTED REFERENCES 


45. Pierce, Wellington G., Youth Comes of Age. McGraw-Hill Book Co., N. 
Y., 1948, pp. 128-130. 

Robinson, Clark, Making the Most of School and Life. The Macmillan 
Co., N. Y., 1952. 

Menninger, William C., Let's Be Friends. Junior Life Adjustment Book¬ 
let, S. R. A., 1953. 

Ulman, Frances, Life With Brothers and Sisters. Junior Life Adjustment 
Booklet. S. R. A. 


46. Allen, Betty, and Briggs, Mitchell Pirie, Behave Yourself. J. B. Lippin- 
cott Co., Chicago, 1937. 

Greer, Carlotta C., Your Home and You. Allyn and Bacon, Chicago, 
1942, pp. 281-296. 

Filmstrip: As Others See You 
Manners at School 

Film: Everyday Courtesy 16 mm. 10 minutes 


47. Beery, Mary, Guide to Good Manners. Junior Life Adjustment Booklet, 
S. R. A., 1952. 

Betz, Betty, Your Manners Are Showing. Grosset and Dunlap, N. Y., 
1946. 

Filmstrip: Public Appearance 


48. Everyday Living. Goal 23. 

Beery, Mary, Manners Made Easy. McGraw-Hill Book Co., Inc., N. Y., 
1949, pp. 16M69. 

Boykin, Eleanor, This Way Please. The Macmillan Co., N. Y., 1949, 

pp. 192-199. 


49. Everyday Living. Goal 18. 

Boykin, Eleanor, This Way Please. The Macmillan Co., N. Y., 1949, 

pp. 122, 259, 265. 

Allen, Betty, and Briggs, Mitchell Pirie, If You Please. J. B. Lippencott 
Co., Chicago, 1950, pp. 70, 104-106, 196. 


50. Seashore, Robert H., and Van Dusen, A. C., How To Solve Your Problems. 
S. R. A., Chicago, 1950. 


51. Brown, Howard E., Your Life in a Democracy. J. B. Lippincott Co., Chi¬ 
cago, 1944. 

Jenkins, Gladys Gardner, and others, Teen-Agers. Scott, Foresman and 
Co., Dallas, 1954, pp. 51-54. 

Films: Understand Your Emotions 16 mm. 15 minutes 

Effective Criticism 16 mm. 10 minutes 

Act Your Age 16 mm. 13 minutes 


16 


GOAL LEVEL EIGHT 

SUGGESTED ACTIVITIES AND TECHNIQUES 

45. Is friendly with members 
of his group. 

He should be led to appreciate the good qualities 
and talents of classmates and learn to have a 
feeling that a successful day is one during which 
he has many pleasant relationships with others. 


46. Knows that good manners 
are based on thoughtfulness 
and consideration for 
others. 

When in doubt, how may we decide the right 
thing to do and say? Relate stories that show that 
politeness is based on consideration for the feel¬ 
ings of others. Make a list of good manners that 
should be observed at school, at church, on 
busses, on the telephone, at parties, and in mak¬ 
ing introductions. Have students make posters 
to illustrate etiquette. Have students rate them¬ 
selves on their own manners. 

47. Practices acceptable ways 
in bringing individuals 
into conformity with the 
group. 

The activities of the homeroom organization, 
the student council, or other student clubs should 
contribute to the achievement of this goal. The 
student can measure methods that he uses with 
the standards set up by these organizations. 

48. Can act as host or hostess 
at social gatherings. 

Many situations will arise during the year when 
students will get this experience. The teacher 
should plan for each student to have this experi¬ 
ence. Those who act as hosts or hostesses must 
plan and prepare for the parties, and be respon¬ 
sible for the entertainment for the guests. 

49. Learns how to express 
appreciation in several 
ways. 

He should learn to repay a treat, write "Thank 
You" notes and show courtesies to express ap¬ 
preciation for favors done. He should be taught 
that it is not the money that counts. 

50 Analyzes his own actions 
in order to prevent dis¬ 
credit to his group. 

He should be proud of the place his group holds 
in the school and of his share in making a good 
class record. This is an extension of Goal 27, 
Level Seven. 

51. Knows acceptable ways of 
responding to anger. 

He must learn not to take seriously the actions 
or expressed opinions of an angry person. Dram¬ 
atization is a good way to teach tolerance toward 
an angry person. 


17 


SUGGESTED REFERENCES 


52. Everyday Living. Goal 21. 

Allen, Betty, and Briggs, Mitchell Pirie, If You Please. J. B. Lippincott 
Co., Chicago, 1950, pp. 103, 191, 204. 


53. Everyday Living. Goal 22. 

Huntington, Harriet, Tune Up. Doubleday, Doran & Co., Garden City, 
N. Y., 1942. (Instruments) 


54. Kinscella, Haze! Gertrude, History Sings. University Pub., Co., N. Y., 
1942. 

Pitts, Lilia Belle, The Music Curriculum in a Changing World. Silver 
Burdett Co., Chicago, 1944. 

Pitts, Lilia Belle, Singing Juniors. Ginn & Co., Dallas, 1953. 

Pitts, Lilia Belle, Singing Teen-Agers. Ginn & Co., Dallas, 1953. 

Spaeth, Sigmund, The Art of Enjoying Music. Whittlesey House, N. Y., 
1933. 


56. Aker, Homer Ferris, and Aker, Vanza Nielsen, You and Your Govern¬ 
ment. Harr Wagner Pub. Co., San Francisco, 1948, 


57. Ames, Merlin M., and others. My America. Webster Pub. Co., Dallas, 
1947, pp. 110-122. 

Films: Colonial Expansion 16 mm. 10 minutes 

Our National Government 16 mm. 10 minutes 

Our Declaration of Independence 16 mm. 20 minutes 

Our Bill of Rights 16 mm. 20 minutes 


58. Brown, Howard E., Your Life in a Democracy. J. B. Lippincott Co., Chi¬ 
cago, 1944, Dp 150-165. 


18 


GOAL LEVEL EIGHT 

SUGGESTED ACTIVITIES AND TECHNIQUES 

52. Realizes that he must re¬ 
pay what he borrows. 

The student must realize the obligations that go 
with borrowing. When he borrows he must ex¬ 
pect to repay. Failure to meet his obligations 
will bring discredit to himself. He should realize 
fully the poor regard that society has for 
"moochers." 

53. Takes part in choral sing¬ 
ing or plays a simple in¬ 
strument. 

Each student should have the privilege of some 
musical experience that will give him a wider 
knowledge of notes, harmony, etc. Some of the 
simpler instruments may be harmonicas, uku¬ 
leles, etc. See Goal 31, Level Seven. 

54. Develops an Interest in and 
appreciation for good music. 

Discuss various kinds of music, instrumental and 
vocal. Listen to music on television, radio, and 
records. Attend concerts and musical programs. 
Evaluate the music heard. 


55. Understands how the tribal 
government serves Individ¬ 
uals and the tribe. 

The student should find the ways the tribal gov¬ 
ernment can serve him, his family, and the en¬ 
tire group that they represent. This should in¬ 
clude study of loans, land management, arts and 
crafts, marketing, law enforcement and welfare. 

56. Knows the pattern of organi¬ 
zations in local (county or 
city) government. 

In connection with this study students should 
visit the county courthouse or city hall, if pos¬ 
sible, to get first-hand information. Visits from 
officials are valuable. Government is set up to 
protect one's rights and safety. 

57. Appreciates the soundness of 
the planning of the founders 
of the nation. 

Achievement of this goal will include a study of 
the constitution, how it came into being, its elas¬ 
tic quality, and what changes have been made. 
Discusses our fundamental rights and social and 
economic security. 

58. Knows the pattern of State 
organization of government, 
and its relationship to 
local government. 

Should know the names of State offices most im¬ 
portant to the students. They should realize that 
the State government is an extension of the local 
government. 


19 


SUGGESTED REFERENCES 


59. Aker, Homer Ferris, and Aker, Vanza Nielsen, You and Your Govern¬ 
ment. Harr Wagner Pub. Co., San Francisco, 1948, pp. 333-356. 


60. Brown, Howard E., Your Life in a Democracy. J. B. LIppincott Co., Chi¬ 
cago, 1944, pp 152-165. 


61. Goslin, Ryllis, end Goslin, Omar, Democracy. Harcourt, Brace and Co., 
Inc., N. Y., 1940, pp. 19-26. 


62. Townsend, Herbert, Our America. Allyn and Bacon, Chicago, 1953, 
pp. 30-35. 

Barker, Eugene C., and others. Story of Our Country. Row, Peterson and 
Co., San Francisco, 1948. 

Wilder, Howard B., and others, This Is America's Story. Houghton 
Mifflin Co., Chicago, 1948, pp. 82-83, 88-96. 

Shippen, Katherine B., Discovery, Exploration, Settlement. Informative 
Classroom Picture Publishers, Grand Rapids, Michigan, 1949. 


63. Townsend, Herbert, Our America. Allyn and Bacon, Chicago, 1953. 
Wilder, Howara B., and others. This Is America's Story. Houghton 
Mifflin Co., Chicago, pp. 334-358. 


64. McConnell, W R., Geography of Americon Peoples. Rand McNally & 
Co., Chicago, 1951. 

Atwood, Wallace W., The United States in the Western World. Ginn 
& Co., Chicago, 1954. 

Whipple, Gertrude, and James, Preston E., At Home on Our Eorth. 
The Macmillan Co., N. Y., 1955. 


65. Townsend, Herbert, Our America. Allyn and Bacon, Chicago, 1953. 


20 


GCAL LEVEL EIGHT 

SUGGESTED ACTIVITIES AND TECHNIQUES 

59. Knows the functions of 

State officials. 

Students may follow their activities through 
newspapers and radio broadcasts in their read¬ 
ing and research. 

60. Understands his responsi¬ 
bilities in governmental 
affairs. 

Provide opportunities for student participation ir 
discussion groups; such as, panels, forums, and 
round tables. Encourage pupils to take the in¬ 
itiative in acting as leader, chairman, or officer. 

61. Understands his rights and 
responsibilities in select¬ 
ing officials by secret 
ballot. 

The student may study the history of the secret 
ballot. He may find out what countries use the 
secret ballot. The secret ballot should be used on 
all important occasions. He should appreciate the 
fact that the secret ballot is an inalienable right 
in a democracy and places the power in the hands 
of the people. 

62. Knows that the early settlers 
came to America for religious 
reasons. 

This should help develop a religious tolerance. A 
Thanksgiving play helps to dramatize the story. 
Many films, stories, poems, and paintings are 
available. 


63. Knows the story of west¬ 
ward expansion in the 

United States. 

Students should make a map study; see films, 
study the movements of the Indians of the early 
days in their own area, visit forts, old trails, etc. 
They may study the effects of the westward ex¬ 
pansion on the Indians. 

64. Knows how geographical 
factors have influenced 
the development of the 

United States. 

Students should record changes of weather daily. 
Students should make a map showing the topo¬ 
graphical features of the United States. They 
know the relationship of industry to the physical 
features of the area. 

65. Is familiar with the partici¬ 
pation of the United States 
in foreign affairs. 

Reads newspapers. Current Events, Junior Scho¬ 
lastic, Read mogozine, and other publications 
The teacher should set aside a short period each 
day to discuss world events. Evaluate how these 
events affect us. 


21 


SUGGESTED REFERENCES 


66. Robinson, Clark, Making the Most of School and Life. The Macmillan 
Co., N. Y., 1952, pp. 247-263. 


67. Glendining, Marion, Teen Talk. Alfred A. Knopf, N. Y., 1951, pp. 99- 

112 . 

Diamond, Stanley E., Citizenship for Boys and Girls. Junior Life Adjust¬ 
ment Pamphlet. S. R. A., 1953. 

Everyday Living. Goal 49, 


68. Robinson, Clark, Making the Most of School and Life. The Macmillan 
Co., N. Y., 1952, pp. 386-387. 


69. Everyday Living. Goal 18. 

Neugarten, Bernice L., and Misner, Paul J., Getting Along in School. 
Junior Life Adjijstment Pamphlet. S. R. A., 1951. 


70. Belmarr, and others. About Growing Up. National Forum Inc., Chicago, 
1949, pp. 189-95. 

Zarchy, Harry, Creative Hobbies. Alfred A. Knopf Co,, N. Y., 1953. 
Zarchy, Harry, Here's Your Hobby. Alfred A. Knopf Co., N. Y., 1950. 
Members of the League of New Hampshire Arts and Crafts, Handbook 
of Crofts. Arco Publishing Co., N. Y., 1954. 

Griswold, Lester, Handicraft. Prentice-Hall, Inc., N. Y., 1951. 
Occupational Handicrafts. Charles A. Bennett Co., Inc., Peoria, III. 
Elliott, Bruce, Classic Secrets of Magic. Harper Bros., N. Y., 1953. 
Robbins, David, Practical Magic. Greenberg Co., N. Y,, 1953. 


71. Lawson, Arthur H., Homemade Games. J. B. Lippincott Co., Philadel¬ 
phia, 1934. 

Bancroft, Jessie H., Games. The Macmillan Co., N. Y., 1954. 


72. Time magazine 

Newsweek magazine 
Scholastic magazine 
Parents' magazine 

Witty, Paul, and Bricker, Harry, Your Child and Radio, TV, Comics and 
Movies, Better Living Booklet. S. R. A., 1952. 


73. Outdoor Life magazine. Popular Science Pub. Co., Inc., 353 Fourth Ave 
New York 10, N. Y. 

Gallegher, J. Roswell, M. D., You and Your Health. Life Adjustment 
Series. S. R. A.. 1950, p. 22. 


22 


GOAL LEVEL NINE 


SUGGESTED ACTIVITIES AND TECHNIQUES 


66. Extends his participation 
in home, building, home¬ 
room or classroom organization. 

At this level the student is mature enough to act 
as leader, to evaluate the qualifications of candi¬ 
dates and select leaders on the basis of their 
qualifications. See Goal 39, Level Eight. 

67. Extends his participation 
in student council affairs. 

The students can organize such projects with a 
student leader and carry them out with student 
supervision. See Goal 41, Level Eight. 

68. Extends his participation 
in campus clean-up and Im¬ 
provement. 

The student should understand the organization 
and functions of the by-laws and constitution of 
his student council. He should assume the re¬ 
sponsibility for selecting well-qualified student 
officers. See Goal 40, Level Eight. 

69. Budgets his free time. 

This is an extension of Goal 42, Level Eight. He 
may plan in a similar manner the time that he 
has to himself. He should check the time that he 
spends with other people, in study, by himself, in 
personal grooming. In play, and evaluate the dis¬ 
tribution. 

70. Extends his interest in 
hobbies independently of 
school supervision. 

Buys and enjoys good records. Practices at home 
such crafts as sewing, painting, beadwork, leath- 
ercraft, raising pets, making collections, carving, 
sculpturing magic tricks or photography. Makes 
talks about and gives demonstrations of his hob¬ 
by before school groups. 


71. Extends his interest in 
sports and other desirable 
physical activities. 

During his leisure time he enjoys by himself, or 
with others, horse-shoes, tennis, table tennis, 
badminton, shuffleboard, softball, archery, shoot¬ 
ing goals, hiking, soccer, horseback riding, fish¬ 
ing, hunting, or camping. 

72. Chooses worthwhile movies, 

TV and radio programs. 

Makes a critical report on a movie, a TV or radio 
program. 

Reads reviews of movies from periodicals, such as 

Newsweek, Scholastic, Parents' Magazine. 

Enjoys outstanding productions recommended by 
the teacher or his classmates. 

73. Seeks contact with nature 
and finds refreshment. 

Takes field trips in science class. Makes sketches 
from nature. Collects specimens, such as fossils. 


23 


SUGGESTED REFERENCES 


74. Films: Responsibility 

The Procrastinator 


16 mm, 14 minutes 
16 mm. 10 minutes 


75. 


76. 


77. Film: High School: 

Your Challenge 16 mm. 15 minutes 


78, Goslin, Ryllis, and Goslin, Omar, Democracy. Harcourt, Brace and Co., 
Inc., N. Y., 1940, p. 26. 


79. Everyday Living. Goal 19. 


80. 


Everyday Living. Goal 19. 

Film: How Do You Do 16 mm. 
Rosenheim, LucHe, Let's Give a Party. 
S. R. A., 1953. 


15 minutes 

Junior Adjustment Pamphlet. 


24 


GOAL LEVEL NINE 

SUGGESTED ACTIVITIES AND TECHNIQUES 




73. (Cont'd) 

rocks, leaves, butterflies, and other insects, birds' 
eggs. Takes pictures. 

74. Carries out individual 
units of work that extend 
over several days or weeks. 

This is an extension of Goal 9, Level Seven, 
where he had the help of an adult. He should now 
have enough maturity to work on his own. 

75. Brings to class all personal 
materials needed (books, pen¬ 
cils, outside assignments, 
etc.). 

This goal points up what is usually an individual 
problem. Since the ninth grade is usually depart¬ 
mentalized, the student moves from one class¬ 
room to another and has trouble keeping all ma¬ 
terials with him. 

76. Does his share in class¬ 
room activities. 

Volunteers comments freely in class discussions. 
Is active in work of small groups within the class. 
Finds himself in classroom situations in which he 
must contribute or bring failure to the group. 
This can be achieved through plays, panel dis¬ 
cussions, exhibits, informal dramatizations and 
student-conducted classes. 

77. Knows what is meant by a 
unit of credit and the 
requirements for gradua¬ 
tion. 

Has a conference with his adviser to plan his high 
school course. 

78. Understands the importance 
of respecting constituted 
authority. 

The person In authority is acting as a protector to 
the child, and cooperating with the authority has 
many compensations. There should be no element 
of fear. Confidence will be built up through close, 
friendly contact. Fire drills and traffic regulations 
teach that unquestioned response to authority is 
for the child's own safety. 

79. Responds to personal 
criticism or rejection in 
ways conducive to personali¬ 
ty growth. 

The student should have maturity enough to real¬ 
ize what he has done to merit criticism or rejec¬ 
tion. Then he can try to find more acceptable 
ways of behavior. He will need to try to under¬ 
stand the other fellow. Much personal guidance 
will be needed. 

80. Takes responsibility for 
entertaining guests at 
social functions. 

The class or homeroom may plan informal social 
situations to which guests are invited. 


25 





SUGGESTED REFERENCES 


81. Goldberger, I. H., and Hal lock, Grace T., Understanding Health. 
Ginn and Co., Boston, 1950, pp. 233-238. 

Everyday Living. Goals 18, 19. 


82. a. and b. Everyday Living. Goal 19. ^ ^ . u n 

Landis, Judson T., and Landis, Mary, Building Your Life. Prentice-Hall, 
Inc., N. Y., 1954. 


83. Everyday Living. Goal 18. 
Films: Eveiydcw Courtesy 
Social Courtesy 


16 mm. 10 minutes 
16 mm. 10 minutes 


84. Everyday Living. Goal 19. 

Shacter, Helen, Into Your Teens. Scott, Foresmon Co., Chicogo, 1951. 


85. Everydoy Living. Goal 19. 

Clark, Thaddeus B., What Is Honesty? Life Adjustment Booklet. 

S. R. A., 1952. 

Film: How Honest Are You? 16 mm. 10 minutes 

Dike, Helen, Stories from the Greet Metropolitan Operas. Random 

House, N. Y., 1943. 


86. Everyday Living. Goal 22. 

Film: Choral Music 16 mm. 10 minutes 


26 


GOAL LEVEL NINE 

SUGGESTED ACTIVITIES AND TECHNIQUES 

81. Carries his share of re¬ 
sponsibility in serving 
as host to school visitors. 

The student should realize the importance of 
good public relations and that, in extending cour¬ 
tesies to visitors, he can have a direct part in es¬ 
tablishing them. He should speak first to a stran¬ 
ger, offer to guide him wherever he wishes to go 
and introduce him to persons on the campus. If 
students know in advance that groups or individ¬ 
uals are coming, they should help to plan appro¬ 
priate entertainment and later help to carry out 
the plans. 

82. a. Knows how to express 
disagreement with adults 
in satisfactory ways. 

He should learn to give his views in a courteous 
way with a polite form of introduction, so that he 
may receive a better reception. He may learn 
forms of address such as, "Pardon me, but . . ." 
or "May 1 express my opinion?" 

b. Continues to develop 
courage and ability to op¬ 
pose the group on Issues. 

The student should grow in understanding that 
leaders of all societies frequently need to take a 
stand that may be very unpopular with the group. 
He should learn that one of the responsibilities of 
leadership is to present in clear and understand¬ 
able terms convincing arguments for the stand he 
is supporting and to persuade the group to join 
him. The teacher should assist the class in ana¬ 
lyzing stands that have been taken by individuals 
of the class and in civic life on popular issues and 
to evaluate the proponent's responsibilities and 
situations. 

83. Extends his ability to 
express appreciation in 
several different ways for 
things that are done for 
him. 

See Goal 49, Level Eight. 

84. Analyzes his own actions in 
order to prevent discred¬ 
it to his school. 

This is an extension of Goal 24, Level Seven, and 
Goal 50, Level Eight. This goal develops loyalty 
to the school. 

85. Chooses the truth vs. 
untruth in situations 
where a choice is neces¬ 
sary. 

This is a more mature concept of honesty. The 
student should realize that he constantly meets 
truth and untruth. He must learn to recognize 
a follacy and realize the value of truth. 


86. Extends his musical 
interest. 

The student may go into more advanced training 
In music. Even though he does not actively take 
part, he should grow in appreciation. See Goal 
53, Level Eight. 


27 


SUGGESTED REFERENCES 


87. Your Reading (Book List). National Council of Teachers of English, 
704 S. Sixth St., Champaign, III., 1954, pp. 85-94. 


88. Wilson, Howard E., and Lamb, Wallace E., American History. American 
Book Co., Chicago, 1947, pp. 513-527. 

Ames, Merlin M,, Ames, Jesse H,, and Staples, Thomas S., My America. 
Webster Pub. Co , Los Angeles, 1947, pp. 475-484. 

Film; We, The Peoples 16 mm. 9 minutes 


89. Barnes, Marcillene, and Anthony, Barbara K., Voyage and Discovery. 


Films; The Middle States 

16 

mm. 

10 

minutes 

Industrial Revolution 

16 

mm. 

10 

minutes 

Northwestern States 

16 

mm. 

10 

minutes 



28 


goal level nine 


SUGGESTED ACTIVITIES AND TECHNIQUES 


87. Has interest in fiction 
reading that helps him to 
understand other peoples. 


The teacher should encourage students to read 
stories that have settings in other countries and 
picture the lives of the characters in different 
backgrounds. Many of the adventure stories 
are of this nature and are eagerly read If they 
are on the proper level. 


88. Understands why the In connection with this study the class may 

United Nations was founded. dramatize scenes in history showing peaceable 

settlement of differences by negotiations, see 
films on the United Nations, and collect flags. 
The class may study the work that the United 
States has done toward promoting world peace 
prior to the founding of the U. N. 


89. Understands that people of 
the world are influenced 
in their thinking by the 
conditions under which 
they live or have lived In 
the past. 


I 


The student should be reading a good current 
events magazine or paper that covers the United 
Nations and conditions in other countries. 


29 



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r nh* iy.\ir.J9r 'V 

r^/Mi 

k 4 W^P 


NOTES 




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ry/ 


I <• ‘»l 

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♦ 


•v.>: ‘1’. • 


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h. ' / 




^.r«- . ■ 

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, \ 




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L»t* •^, 


a'., t 




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w • 


’ 1 ;' 


*. 


I 


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kj '■: ■ 

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S1^ k -c* . • 


■X * 7 


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(U*\; 


'■l>. 


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% ♦ 


rt 


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I'ti 




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\r*\ 


fTL 






C'’! ..». 


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.♦ /♦ h; j • -‘i 

' f ^ » Ir 

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f !lk 




^' ^^ ;‘V^ ^.1 



















LEVELS SEVEN, EIGHT, AND NINE 


COMMAND OF FUNDAMENTAL PROCESSES 


ARITHMETIC 


SUGGESTED REFERENCES 


1. * ** Row-Peterson Arithmetic, Book 7. 1952, pp. 42-49. 

**Making Sure of Arithmetic, Book 7. pp. 118-121. 

Carpenter, Dale, and Cuthberton, Elizabeth, The World of Numbers. 
Arithmetic 7. The Macmillan Co., 1950, N. Y., pp. 61-64. 

Film: We Discover Fractions. 


2. Row-Peterson Arithmetic, Book 7. 1952, pp. 97-99. 
Making Sure of Arithmetic, Book 7. 1952, pp. 155-160. 


3. Row-Peterson Arithmetic, Book 7. 1952, pp. 103-104. 

Making Sure of Arithmetic, Book 7. 1952, pp. 130-131. 

Carpenter, Dale, and Cuthberton, Elizabeth, The World of Numbers. 
Arithmetic 7. The Macmillan Co., N. Y., 1950, 

Film: Decimals Are Easy 16 mm 10 minutes 


4. Making Sure of Arithmetic, Book 7. 1952, pp. 139-149. 
Row-Peterson Arithmetic, Book 7. 1952, pp. 105-116. 


*Wheat, Harry Grove, and others. Row, Peterson and Co., Evanston, Illinois. 
1952. 

**Morton, Robert Lee, Silver Burdett Co,, Chicago, 1952, 


32 



GOAL LEVEL SEVEN 


SUGGESTED ACTIVITIES AND TECHNIQUES 


1. Divides fractions: 

a. Fractions by fractions. 

b. Whole numbers by fractions. 

c. Mixed numbers by fractions. 

d. Mixed numbers by mixed num¬ 
bers. 

In Level Six, the child should have acquired a 
good understanding of fractions. He should use 
fractions in everyday situations. Provide suffi¬ 
cient practice to make the process automatic. Pu¬ 
pils will need to understand clearly that to divide 
by a fraction, invert the divisor and multiply. 

2. Understands the relationship 
of fractions and decimal 
fractions. 

Approach the study of decimal fractions through 
the medium of related common fractions. Teach 
that decimal fractions are common fractions 
whose denominators are 10, 100, 1000, or some 
power of 10 greater than 0. 

3. Adds and subtracts 
decimal fractions. 

Teach pupils to keep the decimal points in a 
straight column and to write tenths under tenths, 
hundredths under hundredths, etc., as well as to 
write units under units, tens under tens, etc. 

In subtraction, show by example that If the num¬ 
ber of places in the subtrahend is greater than 
the number of decimal places in the minuend we 
must begin by subtracting from an imagined 
zero. The blank spaces may need to be filled in 
with zeros until the pupil becomes more profi¬ 
cient and can do without such visual aids. 

Example: 62.4 or 62.400 

-13.291 13.291 

Show by example the analogy in adding and sub¬ 
tracting decimals to common fractions; for ex¬ 
ample: 1/10 plus 3/10 equals 4/10; or.l plus .3 
equals .4; and 8/10 minus 5/10 equals 3/10; or 
.8 minus .5 equals .3. 

4. Multiplies and divides 
decimal fractions. 

(a) Multiplication of decimol fractions. Use 

enough illustrative examples to show the pupil 
that when a decimal is multiplied by a decimal, 
the number of decimal places in the product is 
equal to the number in the multiplicend plus the 
number in the multiplier. Approach this through 
the medium of common fractions. A decimal ex¬ 
ample is stated and then solved as in common 
fractions. 

Example: .23 times .7 equals 7/10 times 

23/100 equals 161/100 or .161. 

(b) Division of fractions. 

Use enough illustrative examples to show the pu¬ 
pils that division of decimals is similar to division 
of whole numbers. Make clear the fact that when 
we divide decimals the number of decimal places 


33 


SUGGESTED REFERENCES 


5. Row-Peterson Arithmetic, Book 7. 1952, pp. 120-128. 

Making Sure of Arithmetic, Book 7, 1952, pp. 190-241. 
Film: Meaning of Percentage 16 mm 10 minutes 


6. Row-Peterson Arithmetic, Book 7. 1952, pp. 130-135. 

Making Sure of Arithmetic, Book 7. 1952, p. 200. 


7. Row-Peterson Arithmetic, Book 7. 1952, pp. 70-83. 

Making Sure of Arithmetic, Book 7. 1952, pp. 167- 188. 


8. Row-Peterson Arithmetic, Book 7. 1952, pp. 245-251. 


34 


GOAL LEVEL SEVEN 

SUGGESTED ACTIVITIES AND TECHNIQUES 

4, (Cont'd) 

in the quotient will equal the number of places in 
the dividend minus the number in the divisor. If 
there is no decimal in the divisor, we place the 
decimal point in the quotient directly above the 
decimal point in the dividend. 

5. Learns the meaning of 
percentage. 

Pupils should not undertake to study percentage 
without an adequate understanding of the under¬ 
lying fraction concepts. Stress the fact that per¬ 
centage is merely a new word for an idea with 
which the pupils are already familiar. Teach the 
fact that percent means hundredths, thus: 

.14 equals 14 hundredths equals 14 percent 
equals 14% 

.85 equals 85 hundredths equals 85 percent 
equals 85% 

.07 equals 7 hundredths equals 7 percent 
equals 7% 

Inform pupils that businessmen and other people 
often use the term, "percent" when referring to 
hundredths. When a merchant advertises a re¬ 
duction of 25 percent or 25% off on ladies' 
coats, he means that he has reduced the price 25 
hundredths, or .25 or 14. 

First lessons in percentage should be planned so 
as to show the close relationship between percent¬ 
age and decimal fractions or common fractions. 
Percentage of attendance charts and graphs may 
provide purposeful activity in the use of percent. 

6. Learns fractional equiva¬ 
lents of commonly used 
percents. 

Make a wall chart showing the list of percents 
with their fractional equivalents. Each student 
may make a copy of his own for future use and 
study. Choose sides and have a contest to see 
which side has best automatic response. 

7. Understands and can solve 
problems with denominate 
numbers. 

Study tables pertaining to denominate numbers. 
Begin with simple changes by use of pictures or 
diagrams. Use actual measures, giving each 
child a chance to see literally, before putting a 
problem into figures. Work on the four funda¬ 
mentals with this type of problem. 

8. Gathers information on 
the functions and services 
of a commercial bank. 

Visit a local bank. Invite local bankers to talk to 
class. Organize, set up and use a classroom 
bank. Identification is necessary before a check 
can be cashed. Banks are safe places for money. 
See Goal 56, Level Five. 


35 


SUGGESTED REFERENCES 


9. Everyday Living. Goal 55. 

Row-Peterson Arithmetic, Book 7, 1952, pp. 252-253. 


10. Making Sure of Arithmetic, Book 7. 1952, pp. 274-293. 
Row-Peterson Arithmetic, Book 7. 1952, pp. 158-188. 


11. Osborn, Jess, and RIefling, Adeline, Cage Champions, Adventures with 
Numbers, Webster Pub. Co., Los Angeles, 1948, p. 278. 


12. *Study Arithmetic, Book 5. 1948. 


13. Study Arithmetic, Book 8. 1948, pp. 8-10. 


14. Making Sure of Arithmetic, Book 7. 1952, pp. 270-275. 


Knight, F. B., and others, Scott, Foresman and Co., Chicago, 1948. 



GOAL LEVEL SEVEN 

SUGGESTED ACTIVITIES AND TECHNIQUES 

9. Knows how to use money 
order. 

Pupils should have experiences in filling out re¬ 
quests for money orders. Invite local postmaster 
to explain about sending money by money orders. 
Discuss how money can be sent by telegraph. 

10. Has some understanding 
of rectangular figures, 
circles, and triangular 
surfaces. 

Have students prepare a large chart, showing an 
example of each kind of figure. Write formula 
for finding area, perimeter, and circumference. 
Find examples and uses for each figure both in 
and out of the classroom. 

11. Knows what taxes he 
pays. 

Have pupils learn about the taxes they pay such 
as sales tax, and luxury taxes. Ask members of 
the class what taxes they pay as individuals. Get 
information and forms from tax officials. Have 
a member of the State or Federal tax bureau 
speak to the class. 

12. Can write and use Roman 
numerals in dally class- 
work. 

The writing of Roman numerals can be done in 
connection with everyday English activities and 
assignments. 

13. Reads and writes numbers 
in billions. 

Practice writing numbers in real life situations. 
Read from paper and magazine. 

14. Has some understanding 
of line and its use. 

Student should learn that straight lines take vari¬ 
ous positions and are used in various ways. Learn 
to recognize vertical, horizontal, oblique, par¬ 
allel and perpendicular lines. 


37 


SUGGESTED REFERENCES 


15. * ** Row-Peterson Arithmetic, Book 8. 1952, pp. 27-28; 60-61; 99-101; 

103-110. 

Study Arithmetic, Book 8. 1948, pp. 160-177. 


16. Row-Peterson Arithmetic. Book 8. 1952, pp. 101-103. 


17. Carpenter, Dale, and Drake, George F., Jr., World of Numbers, Book 8. 
The Macmillan Co., N. Y., p. 284. 

Everyday Living. Goal 55. 

**General Mathematics in Daily Activities. 1948, pp. 117-127. 


18. Everyday Living. Goal 55. 

Row-Peterson Arithmetic, Book 7. p. 292. 


*Wheat, Harry Grove, and others. Row, Peterson and Co., Chicago. 

**Hart, Walter W., and Gregory, M. C., D. C. Heath Co., Boston, Mass. 


38 



GOAL LEVEL EIGHT 


SUGGESTED ACTIVITIES AND TECHNIQUES 


15. Understands percentage The following topics may be considered: 

problems. 

o. Changing decimals and fractions to percent 

b. Changing percents to decimals 

c. Changing common fractions to percent 

d. Changing percent to common fractions 

e. Three types of problems 

f. Percentage in connection with ratio 

Provide problems which involve these four funda¬ 
mental processes in percentage with which pupils 
should become well acquainted. These processes 
are used when percentage is applied to problem 
situations. This should not be difficult if per¬ 
cent has been defined as another word for hun¬ 
dredths. 

Pupils should solve practical problems in each of 
the three types of percentage problems: 

1. What Is 5% of $200? 

2. $15 is what percent of $300? 

3. $12 is 6% of what amount? 

The pupils may do some of the following activities 
to develop skill in solving percentage problems: 

a. Figure the percentage of words spelled cor¬ 
rectly, problems solved correctly, and ball 
games won. 

b. Arrange a budget on a percentage basis. 


16. Understands simple interest; 
uses table to compute In¬ 
terest. 


Let pupils compute simple interest paid by local 
bank on various amounts of money in savings ac¬ 
counts. Compute interest collected by the bank 
on loans. 


17. Understands advantages and 
disadvantages of install¬ 
ment buying. 


Provide problems to show how much more it costs 
to purchase merchandise on the installment plan. 
Stress the point of not having too many payment 
obligations at one time. 


18. Knows the obligations in¬ 
curred by ordering C.O.D. 


Invite the local postmaster to talk to the class. 
Point out the additional cost incurred by ordering 
merchandise by C.O.D. 


39 


SUGGESTED REFERENCES 


19. Everyday Living. Goal 55. 


20. Osborn, Jesse, and Riefling, Adeline, Cage Champions, Adventures with 
Numbers, Webster Pub. Co., Los Angeles, 1948, pp. 218; 330-340. 

^Making Mathematics Work, 1950. 

**Fancher, Charles, and others. Business Fundamentals for Everyone, pp. 
295-319. 


21. Osborn, Jesse, and Riefling, Adeline, Cage Champions, Adventures with 
Numbers, Webster Pub. Co., Los Angeles, 1948, pp. 275-276; 218-282. 


22. Row-Peterson Arithmetic, Book 8. 1952, pp. 134-135; 140-155. 


23. Row-Peterson Arithmetic, Book 8. 1952, pp. 176-185. 


24. Row-Peterson Arithmetic, Book 7. pp. 174-175. 


*Nelson, Gilbert, and Grime, Herschel, Houghton Mifflin Co., Chicago. 
**Fancher, Charles and others. Prentice-Hall, Inc., N. Y. 


40 



GOAL LEVEL EIGHT 

SUGGESTED ACTIVITIES AND TECHNIQUES 

19. Begins to evaluate adver¬ 
tising in view of his own 
needs. 

Have students collect advertisements of things 
that appeal to them. Discuss each contribution 
separately, stressing the obligation incurred by 
answering the ad. Consider the need and useful¬ 
ness of each article they seem particularly inter¬ 
ested in. Stress the term, ''making ends meet," 
showing them they must make a sacrifice some¬ 
where else in order to meet the obligation of pay¬ 
ing for the article. Discourage the answering of 
selling ads such as garden seeds, Christmas cards, 
salve, short courses in special training, etc. 

20. Knows when and how to order 
by express and freight. 

Compute shipping charges when ordering from a 
catalog. Evaluate comparative costs. 


21. Knows the purpose of taxation; 
understands State and local 
tax plans. 

Pupils should learn that taxes are for the public 
benefit, are necessary, and are obligations of 
every citizen. Bring tax bills to school for discus¬ 
sion. Have committees visit local tax collecting 
offices for information. Figure easy individual tax 
returns. 

22. Extends his knowledge of 
graphs. . 

Points to be considered include: 

a. Bar and line 

b. Pictorial 

c. Circular 

Collect graphs for study and discussion from 
magazines, daily papers, and books. 

Have pupils construct and explain graphs show¬ 
ing class or school attendance records, savings 
records and projects to raise funds. 

23. Has some understanding and 
can solve simple practical 
problems, including parallel¬ 
ograms, trapezoids and 
cylinders. 

Each student should be able to recognize the fig¬ 
ures and know the formulae for finding areas of 
the surfaces. Make paper cylinders to represent 
real things. Show how they spread out to form a 
rectangle. 

24. Knows when one line is per¬ 
pendicular to another line and 
what is formed when it is. 

Students may locate examples of perpendiculars 
in the classroom. They may note the number of 
degrees in an angle formed by constructing a per¬ 
pendicular. Help each student understand the 
use of these vertical and horizontal line formo- 


41 


SUGGESTED REFERENCES 


25. Study Arithmetic, Book 8. 1948, pp, 294-295. 
Row-Peterson Arithmetic, Book 8. p. 127 


26. Carpenter, Dale and Drake, George F. Jr., The World of Numbers, Book 8. 
The Macmillan Co., N. Y., 1950, pp. 137-146. 

Row-Peterson Arithmetic, Book 8. pp. 167-175. 


27. Row-Peterson Arithmetic, Book 7, pp. 223-225. 


42 


goal level eight 


SUGGESTED ACTIVITIES AND TECHNIQUES 


24. (Cont'd) 

tions in design, home furnishing, clothing and 
construction. By the use of compass and ruler 
teach each student how to construct a simple per¬ 
pendicular. 

25. Learns to bisect an angle. 

Student learns the use of a compass in connection 
with construction of geometric figures. Choose 
practical examples of angles in the classroom. 
Students may use this principle in making geo¬ 
metric art designs. 

26. Extends his use of denonninate 
numbers. 

Pupils should realize the need for mastering de¬ 
nominate numbers for use in everyday life. He 
should know most used facts from memory and 
be able to solve any practical problem involving 
his everyday needs. He should be able to work 
problems in any of the four fundamentals. 

27. Learns to make and read a 
simple scale drawing. 

Let the pupils make simple working drawings of 
some objects they have made. Later, have them 
make a simple working drawing and then con¬ 
struct the object from it. Use such simple work¬ 
ing drawings as those published by the Stanley 
Tool Co., to teach pupils to read and understand 
drawings and sketches. Begin with surfaces such 
as the table top and the classroom. 


43 


SUGGESTED REFERENCES 


28. Everyday Living. Goal 55. 

Making Mathematics Work. 1950, pp. 293-301. 

Business Fundamentals for Everyone. 1952, pp. 132-149. 


29. Making Sure of Arithmetic, Book 8. 1952, pp. 322-324. 

Row-Peterson Arithmetic, Book 8. pp. 101-117. 


30. Everyday Living. Goal 56. 

Business Fundamentals for Everyone. 1952, pp. 342-344. 
Row-Peterson Arithmetic, Book 8. pp. 314-315. 


31. Business Fundomentals for Everyone. 1952, pp. 89-99. 
Study Arithmetic, Book 8. 1948, pp. 252-253. 


32. Osborn, Jesse, and Riefling, Adeline, Cage Champions. Adventures in 
Numbers, Webster Pub. Co., Los Angeles, 1948, pp. 281-282. 

Nelson, Gilbert, and others. Making Mathematics Work. pp. 450-475. 


33. Lasley, Sidney, and Mudd, Myrtle, The New Applied Mathematics. Pren¬ 
tice-Hall, Inc., N. Y., 1952, pp. 204-217. 

General Mathematics in Daily Activities. 1948, pp. 236-257. 


34. *Study Arithmetic, Book 8. pp. 406-420. 

Osborn, Jesse, and Riefling, Adeline, Cage Champions. Adventures in 
Numbers, pp. 183-198. 

Light on Mathematics, Kit III Strips 1 and 2. 


* Knight, F. B., and others. Scott, Foresman and Co., Chicago. 


44 



GOAL LEVEL NINE 

SUGGESTED ACTIVITIES AND TECHNIQUES 

28. Knows how to open a 
savings account. 

Teach the meaning and Importance of savings ac¬ 
counts by visiting a local bank and listening to a 
bank employee explain about savings accounts. 
Pupils learn to open an account by practicing the 
procedures in the classroom. Some pupils who 
have accounts may explain to the rest of the class 
how and what they did. Class funds may be kept 
in an account and records of deposits and with¬ 
drawals kept where class may view the balance 
sheet. 

29. Knows about interest, 
principal and rate. 

Have pupils solve practical problems involving 
these terms after they understand the meaning of 
the words. Teach them to understand the terms: 
compounded annually, semi-annually and quar¬ 
terly, and the advantages of compound interest. 

30. Understands about 
social security cards. 

Fill in application forms. Apply for and obtain a 
card if age permits. 

31. Knows how to send valuables 
by registered mail. 

Practice the procedure in the classroom. Some pu¬ 
pils may have had this experience and can report 
to the class. 

32. Has an understanding of 

Federal taxes. 

Pupils should know the principles of taxation and 
how they are assessed and collected. This may 
be accomplished by visits to the local tax collect¬ 
or's office and listening to speakers familiar with 
the subject. Compute income tax on various in¬ 
come levels using the short form. Fill in with¬ 
holding tax forms after discussions. 

33. Has an understanding of 
special taxes. 

Pupils should study and become familiar with 
other taxes such as cigarette, liquor and luxury 
taxes. Examine tax stamps and tables showing 
tax on various items. Compute tax on items 
commonly purchased by the family. 

34. Understands simple 
equations. 

In discussing the simple equation, stress the 
meaning and use in stating truths, in solving 
problems, and in translating verbal statements in¬ 
to symbols. 


45 


SUGGESTED REFERENCES 


35. Osborn, Jesse, and Riefling, Adeline, Home Run Hitters. Adventures with 
Numbers. Webster Pub. Co., Los Angeles, 1948, pp. 142-155. 

Making Mathematics Work. pp. 148-200. 

Everyday Living. Goal 55. 


36. Lasley, Sidney, and Mudd, Myrtle, Arithmetic in Life and Work, Fourth 
Edition. Prentice-Hall, Inc., N. Y., 1952, pp. 69-80. 

Row-Peterson Arithmetic, Book 8. pp. 194-195. 


37. Making Mathematics Work. pp. 523-572. 

Osborn, Jesse, and Riefling, Adeline, Coge Champions. Adventures With 
Numbers, pp. 209-234. 


46 


goal level nine 

SUGGESTED ACTIVITIES AND TECHNIQUES 

34. (Cont'd) 

Develop the four laws of the equation. Pupils 
should solve many problems. State the problem 
verbally then make formulae by inserting sym¬ 
bols. The problems should be within the pupiTs 
experience, in his interest, or of some practical 
social value. 

35. Understands and pre¬ 
pares a household budget. 

Collect sample budgets for study and discussion. 
Construct a circle graph showing percent of fam¬ 
ily dollar spent for various items in budget. Study 
expenses each family must meet. Make a budget 
for one, two or four people on a given salary, 
showing percent of salary spent for each Item 
on the list. Show in dollars and cents how much 
money goes for each item. 

36. Understands the relation¬ 
ship of ratio and propor¬ 
tion. 

Pupils should know that ratio is simply another 
way of comparing two numbers and that some 
problems can be easily solved by setting up a 
ratio and using proportion to solve. Thus: 

If a car goes 72 miles in 3 hours, how far will it 
go in 5 hours at the same rate? Solution: x equals 
distance in miles 

X equals 5 3 X equals 360, X equals 120 

72 3 

37. Understands and can solve 
problems involving volume 
of solids. 

Some solids which you may wish to consider are 
the following: Cubes, cones, cylinders, pyramids 
and spheres. Show by blackboard diagram the 
relation of one geometric figure to another of the 
same type and how it can be expressed in terms 
of ratio. 

The principle for finding volumes should be de¬ 
veloped before formulae are written. Pupils 
should see and handle a wooden cube one inch on 
an edge. They will see that the box whose volume 
is a cubic foot will contain many of the inch-cube 
blocks. Further reflection will show that a square 
foot contains 12 rows, each of 12 one-inch 
squares. A cubic foot contains 12 layers, each 
one inch thick and each layer contains 12 x 12 
or 144 cubic inches. Thus, 1 cublic foot equals 
12 times 12 times 12 or 1728 cubic inches. A 
minimum amount of work and time should be 
spent on this goal. 


47 


SUGGESTED REFERENCES 


3S. ^Making Arithmetic Work. pp. 292-359. 1950 

General Mathematics in Daily Activities, pp. 146-172. 


39. General Mathematics in Daily Activities. 1948, pp. 47-77. 
Row-Peterson Arithmetic, Book 8. pp. 118-131. 


40. General Mathematics in Daily Activities. 

Diagnostic and Computation Tests. 

Business Fundamentals for Everyone, pp. 441-467. 


Nelson, Gilbert, and Grimes, Hershel, Houghton Mifflin, Chicago. 



GOAL LEVEL NINE 

SUGGESTED ACTIVITIES AND TECHNIQUES 

38. Understands the purposes 
of insurance and investments. 

Pupil should understand that insurance is a pro¬ 
tection and investment. Invite a local insurance 
agent to talk to the class. Study the advantages 
and disadvantages of various policies and their 
reliability. Collect samples of mortgages, stock 
certificates, and bonds. 

39. Extends his knowledge of 
line and geometric figures. 

Each student should improve his use of compass 
and protractor in the construction of geometric 
figures. Geometric design affords a good oppor¬ 
tunity to develop this skill. Practice construction 
of a perpendicular to a given point on a given line 
and the construction of angles twice or three 
times as large as a given angle. Draw a cube. 
Note the difference in it and surface figures. 
Stress the third dimension preparatory to finding 
volume. 

40. Recognizes that all phases 
of the four fundamentals 
are essential. 

Stress the need for quick accurate response by 
pointing out the individual weaknesses. Use di¬ 
agnostic testing followed up by special exercises 
where strength is needed. 


49 


NOTES 


50 




GOALS 


LEVELS SEVEN, EIGHT, AND NINE 


ENGLISH 



SUGGESTED REFERENCES 


1. * ** *** Building Better English, Grade 7, 1952. 

**Johnson, Roy Ivan, and others, English Every Day, Grade 7. Ginn and 
Co., Chicago, 1943, pp. 197-200; 209-221. 

Orr, Ethel M., and others, Reading Today, Book I. Charles Scribner's 
Sons, N. Y., 1947. 

Gates, Arthur I., and others, The Pupil's Own Vocabulary Speller, Book 
7. The Macmillan Co., N. Y. 1950. 

Ballington, Lillian E., Using Words with Judgment, Book 7. Silver 
Burdett Co., Dallas, 1950. 

Film; How to Read a Book 16 mm 10 minutes 


2. Eberhart, Wilfred, Reading-Literature, Book I. Row-Peterson and Co., 
Evanston, III., 1955. 

Building Better English, Grade 7, 1952. 

Bailey, Matilda, and Leavell, Ullin W., Worlds of Adventure. American 
Book Co., Dallas, 1951. 

Wagenheim, Harold W., Read Up on Life. Henry Holt and Co., N. Y., 
1952. 

Helping Children Read Better, Better Living Booklets. S. R. A., Chicago. 
Reader's Digest Reading Skill Builder Series. Reader's Digest Educational 
Service, Inc., 353 Fourth Ave., N. Y. 10, N. Y. 

***Witty, Paul, Streamline Your Reading, Life Adjustment Booklet. S.R.A. 
Film: Improve Your Reading 16 mm 10 minutes 


*Green, Harry A., and Ashley, Kate, Row-Peterson and Co., Chicago. 

**Johnson, Roy Ivan, and others, Ginn and Co., Chicago. 

***Science Research Associates, Inc., 57 W. Grand Ave., Chicago 10, Illinois 


52 



GOAL LEVEL SEVEN 


SUGGESTED ACTIVITIES AND TECHNIQUES 


1. Continues to improve his 
skills in reading for 
different purposes. 


A basic aim of reading instruction is to help pu¬ 
pils understand what they read and study. In¬ 
creased proficiency in reading can be attained 
best by practice. Study skills are developed in 
connection with all activities of the school day. 
An effective program of instruction requires the 
cooperation of every teacher in the school. Each 
classroom teacher is responsible for the reading 
skills necessary in the particular field. 

1. When grasping a new fact or process, acquire 
a new word to express it. 

2. Pay particular attention to the definition of 
terms. 

3. Refer to the dictionary for terms not otherwise 
clear. 

Train pupils to reread passages for comprehen¬ 
sion of unfamiliar terms. 

Lead pupils, as rapidly as possible, to independ¬ 
ence in their study. 


2. Increases his reading rate. Pupils should understand the importance of their 

reading rate, and teachers of the various subject- 
matter fields should guide them in developing a 
rate suitable to the type of material and the pur¬ 
pose for which it is read. Emphasis should always 
be upon comprehension. 

Four suggestions are made to teachers who want 
to encourage pupils to increase their reading rate: 

a. Build an interest in reading by providing 
materials based on interest and ability of 
the pupils. 

b. Encourage each pupil to read as much as 
he can. 

c. Help the pupils determine how rapidly 
they are able to read. 

d. Discuss the importance of rapid reading. 
Interest pupils in undertaking a program 
to improve their reading rate. 

Devices to increase reading rate: 

a. Teacher should read aloud with pupil. 
The tempo may gradually be increased. 

b. Teacher may read aloud to the group; 
pupils follow with markers. 

c. Teach pupils techniques of skimming and 
finding main points. 

d. Use timed reading drill. 

e. Discourage lip reading. ; ! i , 

(See Preface) 


53 


SUGGESTED REFERENCES 


3. * ** Words and Ideas, 1954, pp. 29-48; 203-218. 

Abney, Louise, Choral Speaking Arrangement for the Upper Grades. 

Expression Co., Boston, Moss., 1953. 

Film: Conversation 16 mm 11 minutes 


4. Words and Ideas, 1954, pp. 33-36. 

** Enjoying English, Grade 7. 1950, pp. 127-142. 

Shone, Harold G., and others. Growth in Good English. Laidlaw Bros., 
Dallas, 1952. 


5. Bair, Frederick H., and others. Better English Usage. The Macmillan Co., 
N. Y., 1940. 


6. ***Mastering Your Language, Book 7, 1951. 


7. Mastering Your Language, Book 7, 1951. 

Building Better English, Grade 7, 1952. 

Cummings, William J., and Derwinski, Beatrice, Adventures in English, 7. 
Allyn and Bacon, Inc., Dallas, 1952. 

Herzberg, Max J., and others. Better English, Grade 7, Ginn and Co., 
Dallas, 1952. 


8. Mastering Your Language, Book 7, 1951. 

Ferris, Florence K., and others. Learning Essential English, Book 8, 
Laidlaw Bros., Chicago, 1945. 


*Pollock, Thomas Parke, and Rounds, Robert W., The Macmillian Co., N. Y. 

**Wolfe, Don M., and others. L. W. Singer Co., Syracuse, N. Y. 

***McKee, Paul, and others. Houghton Mifflin Co., Chicago. 


54 



GOAL LEVEL SEVEN 


SUGGESTED ACTIVITIES AND TECHNIQUES 


3. Extends improvement of enun¬ 
ciation and pronunciation in 
all speech activities. 


Participates in informal discussion, conversation, 
dramatization, and choral reading. Gives book 
reviews, newscasts, presides at club meetings. 
Uses the tape recorder. 


4. Develops better listening 
m habits. 


5. Understands the importance 
of correct usage of verbs 
in the effective expression 
of thought. 


Listens to recommended TV and radio programs. 
Listens to recordings to gather information. Lis¬ 
tens courteously to student speakers. Writes down 
study assignments and other directions given by 
the teacher. Practices good listening in social 
conversation. 


One practice for students who are learning the 
English language is to have them use the third 
person singular of the verb. By using student's 
own oral and written work, help them learn cor¬ 
rect usage of verb forms. Draw humorous car¬ 
toons personifying the verbs. 


6. Uses nouns and pronouns 
correctly. 


Learns to recognize nouns and pronouns, singu¬ 
lar and plural. Compares the grammar of his own 
language with English grammar. Chooses the 
correct number of noun and pronoun in his writ¬ 
ten and oral English. 


7, Can analyze a sentence into 
subject and predicate as an 
aid to expressing written 
thoughts. 


To achieve the objective of an oral and written 
language, the pupil must be taught to express 
himself accurately and concisely. At the begin¬ 
ning of the year a test may be given to help the 
teacher and pupils to determine their needs. 
Plan the work to meet these needs. The techni¬ 
cal part of language expression should be used 
only as it helps to clarify a point for the student. 
A simple diagram may help the pupil under¬ 
stand that both subject and predicate are neces¬ 
sary to express a complete thought. 


8, Understands the difference 
between sentences and 
phrases. 


Teaching pupils how to use dictionaries and 
handbooks to settle their uncertainties is an im¬ 
portant phase of learning. The habit of consult¬ 
ing recent and valid sources of information will 
help keep pupils in touch with English as a living, 
changing language. 

Inductive instruction in grammar will lend 
strength to the skill of noting true sentence 
meaning, phrasing in oral reading, and determin- 


55 


SUGGESTED REFERENCES 


9. * ** Handbook of Synonyms, Antonyms, and Prepositions, N. Y., 1947. 
Kibbe, Delia E., and others, Handbook of English for Boys and Girls. 

Scott, Foresman and Co., Chicago, 1939. 

Ballington, Lillian E., Using Words with Judgment, Book 7. Silver 
Burden Co., Dallas, 1950. 

Everyday Living. Goals 19-22. 

Thorndike, E., Teacher's Handbook of 30,000 Words. Columbia Teach¬ 
ers College, 1944. 

**Language for Daily Use, Grade 7. 1955, pp. 127-209. 

Film: Build Your Vocabulary 16 mm 10 minutes 


10. Handbook of Synonyms, Antonyms, and Prepositions, 1947. 
Language for Daily Use, Grade 7. 1955, p. 199. 


*Fernald, James C., Funk & Wagnalls Co., N. Y. 

**Foley, Mary C., and others. World Book Co., Yonker-on-the-Hudson, N. Y. 


56 



GOAL LEVEL SEVEN 


SUGGESTED ACTIVITIES AND TECHNIQUES 


8. (Cont'd) 


I 

9. Shows growth in the use and 
) understanding of words. 


ing relationships of sentence parts. Diagramming 
or marking sentence subjects, predicates, phra¬ 
ses, and clauses with colored pencils may prove to 
be an aid in gaining this understanding. Use 
materials on the child's own level. 


The teacher should constantly be alert to the 
problems of developing a vocabulary which is 
broad, simple, specific, accurate, and colorful. 
These words should come from daily living 
activities. 

To develop an interest in vocabulary building, a 
pupil may estimate his vocabulary by the follow¬ 
ing procedure: 

1. Select at random one page from each hun¬ 
dred pages in the dictionary; read down the 
list of words and count those you actually 
use in speaking and writing, 

2. Add your number from different pages; then 
multiply the sum by one hundred. The prod¬ 
uct will be a rough estimate of words in your 
active vocabulary. 

3. On each page selected, also count the addi¬ 
tional words which you do not use yourself, 
but which you understand in reading or lis¬ 
tening. Multiply the sum of these words by 
one hundred and you will arrive at your pas¬ 
sive vocabulary. 

4. Now add the words in your active vocabulary 
to the number in your passive vocabulary, 
and you will arrive at a rough estimate of 
your total vocabulary. 

Some ways to learn new words: 

]. Listen to the radio 

2. Read material which is expressive and at¬ 
tractive 

3. See movies and TV 

4. Talk with other people 

5. Read newspapers 

6. Read easy scientific material 

7. Use the dictionary 

8. Play word games 

9. Learn common prefixes, suffixes, synonyms 
and antonyms 

10. Learn how our language grows 


10. Recognizes synonyms 
and antonyms. 


The more recently published reading books make 
provision for the study of synonyms and antonyms 


57 





SUGGESTED REFERENCES 


11. Elementary School Libraries Today. Thirtieth Yearbook of the Depart¬ 
ment of Elementary School Principals. No. 1, National Educational As¬ 
sociation, 1201 Sixteenth Street, N. W., Washington, D. C., 1951. 

Mott, Carolyn, and Baisden, Lee B., Children's Library Lesson Book. 
Charles Scribner's Sons, N. Y., 1937. 

Language for Daily Use, Grade 7. 1955, pp. 241-250. 


58 


GOAL LEVEL SEVEN 


SUGGESTED ACTIVITIES AND TECHNIQUES 


10. (Cont'd) 

as important phases of reading. Synonyms are 
words which express essentially the same idea but 
often have shades of difference in meaning. Pu¬ 
pils should note that dictionaries use synonyms in 
defining words. 

The following suggestions for preparation of ex¬ 
ercises may be helpful; 

(a) Write in a column on the blackboard 
from a reading selection, 10 difficult words which 
have simple synonyms. Write also, but in a dif¬ 
ferent order, one synonym for each of the diffi¬ 
cult words. Beside each word in the first column, 
write the synonyms in a second column. 

First Column Second Column 

Example: same alike 

This type of matching can also be used with an¬ 
tonyms. 

(b) Write on the blackboard sentences from 
a reading selection containing groups of words for 
which synonyms can be supplied. Underline the 
groups of words. For each underlined expression, 
pupils will choose an appropriate synonym, re¬ 
writing sentences. 

Example: Little by little he crept up the hill. 
Grcdually he crept up the hill. 

Antonyms are words which are opposite or nearly 
opposite in meaning. Dictionaries often give an¬ 
tonyms as well as synonyms in defining words. 

Example: abolish - establish 

11. Locates the books that 
he wants in the library. 

The student should know how to use the library 
system in his school. Since the libraries of the 
Indian Bureau schools vary from classroom librar¬ 
ies to large organized libraries, this goal can be 
attained according to the local facilities. In some 
schools it will be very elementary; In others it 
may include: 

a. Arrangements of books in a library 

b. Guides 

1. Outside label on drawer in card cat¬ 
alog 

2. Guide cards inside the drawer 


59 


SUGGESTED REFERENCES 


12. A Program in English. Denver Public Schools, 1953. 
Language for Doily Use, Grade 7. 1955, pp. 101-126. 


13. Everyday Living. Goal 24. 


14. Everyday Living. Goal 24. 


15. Everyday Living. Goal 27. 

Johnson, Roy Ivan, and McGregor, A. Laura, English for Your World. 
Ginn and Co., N. Y., 1944. 


60 



GOAL LEVEL SEVEN 

SUGGESTED ACTIVITIES AND TECHNIQUES 

n. (Cont'd) 

c. 1. Title 

2. Author 

3. Subject 

4. Cross reference 

d. Dewey Decimal System 

Activities; 

a. Work out a skit on the arrangement of 
books and the Dewey Decimal System. 

b. Have a library club. 

12. Does creative writing. 

Writes personal experiences and simple poems. 
Collaborates with others in writing group poems 
and dramatizations. Reports for the school 
paper. 

13. Shows growth in ability 
to follow specific di¬ 
rections. 

Refer to Goal 43, Level Six. Pupil should devel¬ 
op an ability to follow instructions in the perform¬ 
ance of practical tasks, such as following recipes, 
building model planes, etc. 

Provide practice exercises interesting to the par¬ 
ticular group and making use of oral directions. 

14. Collects the material 
necessary for study and 
gets to work immediately. 

Good study and learning habits are necessary. 

Work out with the students a good system of 
study. Put this system into practice if possible. 

15. Gives clear and simple 
directions in an extempor¬ 
aneous speech on how to 
make or do something. 

Living situations such as "How to Make a Bed" 
and "How to Study" may be utilized as a means 
to begin extemporaneous speech. 


61 


SUGGESTED REFERENCES 


16. John, Mellie, Building Better English, Grade 9. Row, Peterson and Co., 
N. Y., 1951, pp. 162-172. 


17. * ** *** Language Aits for Modern Youth, Book I, 1939, pp. 317-322. 

* Language Arts for Modern Youth, Book 11, 1929, pp. 315-319. 
**English,Grade7, 1948, pp. 163-182. 

**English, Grade 8, 1948, pp. 171-194. 

English Every Day, Grade 7. Ginn and Co., Chicago, 1943, pp. 255- 
278; 312-327. 


18. Language Arts for Modern Youth, Book I, 1939, pp. 17-20. 
Language Arts for Modern Youth, Book II, 1939, pp. 75-82. 
Building Better English, Grade 8, 1944, pp. 178-201. 

Foley, Mary C., and others. Language for Daily Use, Grade 8. 
World Book Co., Yonkers-on-the-Hudson, N. Y., 1955, pp. 25-40. 


19. Murphy, George E., and others. Let's Read. Henry Holt and Co., N. Y., 
1955. 

Witty, Paul, How to Become a Better Reader. S. R. A., Chicago, 1953. 
Grover, Charles, and Boyle, Evelyn, Practice Readers, Book 4, Webster 
Pub. Co., Dallas, 1949. 

Language Arts for Modern Youth, Book I, 1939, pp. 92-93. 

English, Grade 7, 1948. 

English, Grade 8, 1948. 

McKee, Paul, and McKee, Annie, Enriching Your Language, Book 5. 
Houghton Mifflin Co., Dallas, 1948, Chapters 7, 8, 9. 

***Building Better English, Grade 8, 1944, pp. 190-200. 

Gray, W., On Their Own in Reading. Scott, Foresman and Co., Chicago, 
1948. 

Bailey, Matilda, and others. Worlds of People. American Book Co., 
Dallas, 1955. 

Film: Better Reading 16 mm 12 minutes 


*Cassell, Mabel V., and others. Charles E. Merrill Co., Columbus, Ohio. 

**Stoddard, Alexander J., and others. American Book Co., Chicago. 

***Greene, Harry A., and Ashley, Kate, Row, Peterson, and Co., N. Y. (Grades 
7 and 8) 


62 



GOAL LEVEL EIGHT 

SUGGESTED ACTIVITIES AND TECHNIQUES 

16. Improves skill in inter¬ 
preting maps, tables, 
charts, and cartoons. 

This goal is a mature development of Goal 51, 
Level Five. The maps, tables, charts, and car¬ 
toons the pupil uses are more complex than those 
he used in Level Five. 

17. Uses modifiers to express 
different shades of mean¬ 
ing: 

The children should call adjectives by name and 
understand that they add to the meaning of 
nouns. Use phrases such as "to a white house" 
and "to a brown house" to show how adjectives 

a. Adjectives 

b. Adverbs 

change the meaning. Similar use should be made 
of numerals, demonstratives, indefinites, articles; 
but the children should not be required to call the 
kinds of adjectives by name. The examples used 
should include the range of samples the child will 
use at the present maturity level. 

18. Increases his skill in 
outlining; knows how to 
use one-word, phrase, 
and sentence outlines. 

The student should acquire proficiency in outlin¬ 
ing by using skill in preparing reports, recording 
minutes of a meeting, taking notes on an assem¬ 
bly talk, radio speech, newspaper article, or book. 

Have group discussions of outlines made. Sug¬ 
gest ways of improving the outlines. 

Make skeleton of main points; have student fill 
in supporting details. 

19. Reads material on his level 
and makes a clear, intelli¬ 
gent summary, both oral and 
written. 

In Goal 33, Level Six, the child has participated 
in making summaries with his group. At this 
level, he uses his previous skill to make his own 
individual summary of the material he reads. 


63 



SUGGESTED REFERENCES 


20. Riper, C. Van, Helping Children Talk Better. Better Living Booklet. 
S.R.A., Chicago. 

Foley, Mary C., and others. Language for Daily Use, Grade 8. World 
Book Co., Yonkers-on-the-Hudson, N. Y., 1955, pp. 91-98. 

Films: Improve Your Pronunciation 16 mm. 11 minutes 

Using Your Voice 16 mm. 11 minutes 


21, Ernst, Margaret S., Words. Alfred Knopf, N. Y,, 1937, 

Eberhart, Wilfred, and others, Reading Literature, Book Three, Revised. 
Row, Peterson and Co., Evanston, III., 1955. 


22. Building Better English, Grade 8, 1944, pp. 295-314. 

Pollock, Thomas Clark, and others. Thought and Expression. Macmillan 
Co., N. Y., 1954, pp. 131-133. 


23. Wolfe, Don, Enjoying English, Grade 8. L. W. Singer Co., Inc., Syracuse, 
N. Y., 1950. 

English, Grade 7, 1948. 

*Learning Essential English, Book 8, 1945, pp. 37-39. 


24. English, Grade 7, 1948, pp. 120-121. 

English, Grade 8, 1948, p. 296. 

**Perfecting Your Language, Grade 8, 1948, Chapter I. 
Scholastic magazine. Scholastic Corp., Office of Publications, 
McCall St., Dayton, Ohio. 


25. * ** ***Thought and Expression, 1954. 


26. Building Better English, Grade 8, 1944, pp. 54; 143-144. 
Language Arts for Modern Youth, Bookl. 1939, pp. 337-340. 


*Ferris, Florence K., and others. Laidlaw Bros., Chicago. 

**McKee, Paul, and others. Houghton Mifflin Co., Dallas. 

***Pollock, Thomas Clark, and others. The Macmillan Co., N. Y. 


64 




GOAL LEVEL EIGHT 

SUGGESTED ACTIVITIES AND TECHNIQUES 

20. Makes a conscious effort 
to speak audibly. 

Students may rate each other on audibility. The 
student records and listens critically to his 
speech. He dictates short passages to his class¬ 
mates. He learns to hold his body erect, to open 
his mouth wider, and to breathe deeply. 

21. Shows growth in word usage. 

As the child meets new words in his reading 
(study material, leisure-time, or vocational) he 
should add to his vocabulary those words in the 
activities he is pursuing. 

22. Uses a variety of connective 
words to express his 
thoughts. 

Discuss when to use ''and'' (similar ideas) and 
when to use "but" (contrasting ideas) in writing 
compound sentences. 

Discuss how the meanings of sentences are 
changed by using a variety of introductory words: 
"when," "then," "after," "before," etc. 

Use pictured forms to illustrate the importance of 
the connective words. 

23. Recognizes declarative, 
imperative, and interroga¬ 
tive sentences. 

The child has been been speaking and writing the 
various types of sentences. Teach him to speak 
of them by name. Check for punctuation at the 
close of sentences. 

24. Recognizes homonyms. 

Finds jokes on his level which depend on homo¬ 
nyms for humor. (Junior Scholastic) Class makes 
scrapbook of such jokes. Makes simple cross¬ 
word puzzles containing homonyms. Group con¬ 
test: construct chart listing homonyms encount¬ 
ered. 

25. Contributes information 
directly related to the 
topic under discussion 
by the group. 

This goal is an extension of Goal 35, Level Five, 
and Goals 31 and 33, Level Six. The student has 
already learned to organize the material he con¬ 
tributes. He should evaluate his material on the 
basis of its value to the group and contribute only 
that which will be of help. 

26. Uses the comma before the 
conjunction in a long 
compound sentence. 

Learning to put the comma in the proper place 
further develops the child's concept of compound 
sentences. He has been joining short simple sen- 


65 




SUGGESTED REFERENCES 


26. (Cont'd) 

Learning Essential English, Book 8, 1945, pp. 22-36. 
Film; Punctuation: 

Mark Your Meaning 16 mm. 10 minutes 
Filmstrip: All Aboard the Punctuation Express 


27. Language Arts for Modern Youth, Book I, 1939, pp. 337-340. 
Learning Essential English, Book 8, 1945, pp. 32-36. 
Perfecting Your Language, Grade 8, pp. 207-209. 

Film; Punctuation: 

Mark Your Meaning 16 mm. 10 minutes 


28. Language Arts for Modern Youth, Book II, 1939, pp. 381-383. 
Building Better English, Grade 8, 1944, pp. 167-169. 

Enjoying English, Grade 8, 1950, pp. 259-269. 

Perfecting Your Language, Grade 8, 1948, pp. 124-129. 

Film; Punctuation: 

Mark Your Meaning 16 mm. 10 minutes 


29. Language Arts for Modern Youth, Book II, 1939. 
English, Grade 8, 1948, pp. 169-170. 

Perfecting Your Language, Grade 8, pp. 52-55. 


30. Building Better English, Grade 8, 1944, p. 113. 

Perfecting Your Language, Grade 8, 1948, pp. 37-42. 

Burleson, David Sinclair, and Burleson, Christine, Adventures in English. 
Allyn and Bacon, Inc., Dallas, 1952. 


31. Thought and Expression, 1955, pp. 233-248; 379-394. 


32. National Educational Association, Elementary School Libraries Today. 
Thirtieth Yearbook of the Department of Elementary School Principals, 
Vol., XXXI, No. 1, 1951, National Educational Association, 1201 
Sixteenth Street, N. W., Washington, D. C. 


66 


goal level eight 


SUGGESTED ACTIVITIES AND TECHNIQUES 


26. (Cont'd) 

fences with conjunctions, but now when those 
sentences ore longer, he finds he must put a com¬ 
ma before the conjunction. 


27. Uses a semicolon in com¬ 
pound sentences when there 
is no conjunction. 

An advance step in working with compound sen¬ 
tences is to drop the comma and conjunction, and 
use the semi-colon instead. 


28. Writes possessive plurals 
and possessive singulars 
correctly. 

To show ownership, change the forms of nouns 
and pronouns. The student probably won't have 
much trouble with the possessive forms of the 
personal pronouns, but the use of the apostrophe 
is used in these forms. Provide occasion for its 
use. 

Cassell, in Language Arts, gives good cartoons 
that may be used to illustrate this concept. 

29. Uses bibliographies. 

In recording information the child should be 
taught to give credit to the source from which he 
secures his information. He should give author, 
book, and pages. 

30. Shows growth in ability 
to write paragraphs. 

This goal is an extension of Goal 39, Level Six. 
The child's growth should be shown in his ability 
to develop paragraphs from outlines. 

1. Oral history report 

2. Science report (written) 

31. Extends his interest in 
creative writing. 

See Goal 12, Level Seven. Contributes editorials 
and literary articles for the school paper. Writes 
brief stories of Imaginary characters with settings 
in American history. Exchanges letters with 
eighth graders in other schools. Designs greet¬ 
ing cards and writes original greetings. Writes 
original endings to incomplete stories read by 
the teacher or other students. 

32. Participates in the 
operation of his own 
school library. 

The goals for the use of the library are triple: 
skill, liking, choice. These goals can be achieved 
through actual participation in the operation of 


67 


SUGGESTED REFERENCES 


32. (Cont'd) 

Johnson, Ivon Roy, and others. You and Your English, Grade 8. Ginn and 
Co., Chicago, 1943, pp. 238-248. 

Bell, John W., and others. The English We Need, Book I. The John C. 
Winston Co., Dallas, 1946. 

Pearson, R., New Art Education. Harper Bros., Dallas, 1941. 


68 


GOAL LEVEL EIGHT 


SUGGESTED ACTIVITIES AND TECHNIQUES 


32. (Cont'd) the library. On this level the pupils should be 

given opportunities to work in the library. Some 
of the activities may be: 

1. Ventilating the library 

2. Keeping plants and bulletin board 

3. Making decorations 

4. Repairing books 

5. Making booklets for the vertical file 

6. Keeping the library clean 

7. Returning books on time and paying for lost 
or damaged books 

8. Making posters advertising books 


69 


SUGGESTED REFERENCES 


33. * ** English in Action, Course 1. 1955, pp. 141-157. 

Orr, Ethel M., and others, Reading Today, Book I. Charles Scribner's 
Sons, N.Y., 1947, pp. 579-590. 

Johnson, Roy Ivan, and McGregor, A. Laura, English for Your World. 
Ginn and Co., N. Y., 1944, pp. 209-222. 

Simpson, Elizabeth, Helping High School Students Read Better. S. R. A., 
Chicago, 1954. 

Knight, Pearle E., and Traxler, Arthur E., Develop Your Reading. Little 
Brown and Co., Boston, 1943. 

Bailey, Matilda, and others. Worlds to Explore. American Book Co., 

N. Y., 1951. 

Ross, Jacob M., and others. Adventures for Readers, Book I. Harcourt 
Brace and Co., Inc., N. Y., 1953. 

Pooley, Robert C., and others. Good Times Through Literature. Scott, 
Foresman and Co., Chicago, 1951. 


34. Broening, Angela M., and others, Reading for Skill. Laurel Book Co., 
Chicago, 1940, pp. 33-161. 

**Building Better English, Book IX, 1955, pp. 130-136. 

English in Action. Course 1, 1955, pp. 158-169. 

Everyday Living, Goal 22. 


35. Watson, Winifred, and Nelte, Julius M., A Living Grammar. Webb Pub. 
Co., St. Paul, Minn., 1951. 

Building Better English, Book IX, 1955, pp. 248-263. 


36. English in Action, Course I, pp. 396-397; 349; 409. 

Building Better English, Book IX, 1955, pp. 379-385, 

Burnham, Phillip, Basic Composition, Book I, 1955, pp. 338-341. 


37. Building Better English, Book IX, pp, 264-282. 

English in Action, Course 1, pp. 355-378. 

Johnson, Roy Ivan, and McGregor, A. Laura, English for Your World, 
Ginn and Co., N. Y., 1944, pp. 267-268. 


38. Building Better English, Book IX, 1955, pp. 119-124. 

English in Action, Course 1, 1955, pp. 127-129; 228-229. 

Johnson, Roy Ivan, and McGregor, A. Laura, English for Your World. 
Ginn and Co., N. Y., 1944., pp. 220-222. 


*Tressler, J. C., and Christ, Henry I., D. C. Heath and Co., Boston, Mass. 

**John, Mellie, and others. Row, Peterson and Co., Evanston. Illinois 

70 



GOAL LEVEL NINE 

SUGGESTED ACTIVITIES AND TECHNIQUES 

33. Understands the purpose of 
the author in writing an 
article, a novel, a factual 
report. 

In order for the student to understand the differ¬ 
ence between fact and opinion, he must know the 
different kinds of writing and the author's ap¬ 
proach. If he can determine whether what he 
reads was written to inform, to influence, or to 
entertain, he can classify the material. He learns 
to refer to informative sources for facts and to 
fiction for fun. He should learn to question the 
author's sources. In making his oral and written 
reports he should state the specific purposes of 
the author. Each student may have an individual 
graph with sections for fiction, biography, and 
history, which he fills in for himself as he reads 
different types of writing. 

34. Reads different kinds of 
periodicals suitable to his 
level. 

The student should be taught to refer to various 
periodicals in gathering information for use In 
panel discussions. Through use he should develop 
an interest in many magazines. 

35. Recognizes all parts of 
speech. 

The student has had considerable experience in 
identifying parts of speech. At this time he may 
increase his familiarity by playing a number of 
word games. 

36. Uses conjunctions to join 
parts of sentences correct¬ 
ly. 

By using conjunctions to join clauses and like 
parts in sentences, the student grows in under¬ 
standing of simple, complex, and compound sen¬ 
tences. He learns that coordinating conjunctions 
connect like parts. This skill should be demon¬ 
strated by the teacher and encouraged in student 
writing. 

37. Uses the principol parts 
of verbs correctly. 

Some common English faults are the use of a 
present participle in place of the complete verb, 
the joining of infinitives and participles with the 
coordinating conjunction, and the use of the past 
participle to complete verbs in the perfect tenses. 
The correct use of the principal parts must be de¬ 
monstrated in the various places where they oc¬ 
cur. The teacher will check student work for er¬ 
rors and devise drill to develop understanding. 
Fun can be had with cartoons on this subject. 

38. Outlines different types 
of materials. 

A student will be reading a variety of materials. 
Outlines should be used as preparation for oral 
and written reports and as summaries of material 
read. He will grow in his ability to select the 
main Idea and sub-ideas in a paragraph. 


71 



SUGGESTED REFERENCES 


39. A Program in English. Denver Public Schools, 1953. 
English in Action, Course 1, 1955, pp. 45-62. 


40. A Program in English. Denver Public Schools, 1953. 


41. Building Better English, Book IX, pp. 375-378. 


42. Building Better English, Book IX, 1955, pp. 93-103. 

Johnson, Roy Ivon, and McGregor, A. Laura, English for Your World. 
Ginn and Co., N. Y., 1944, pp. 321-330. 

English in Action, Course 1, 1955, pp. 92-114. 

Film: Build Your Vocabulary 16 mm 10 minutes 


43. 


44. Everyday Living. Goals 18 and 19. 

Goldberger, I. H., and Hal lock, Grace T., Understanding Health. 

Ginn and Co., Boston, 1950, pp. 233-238. 

Blumenthal, Joseph C., and others. Living Language, Grade 9. Harcourt 
Brace and Co., N. Y., 1953, pp. 100-117. 


72 


GOAL LEVEL NINE 

SUGGESTED ACTIVITIES AND TECHNIQUES 

39. Writes acceptable social 
letters. 

Students may write letters to classmates who are 
sick, to authors whose books they like, to people 
who have helped the class in any way, and to rel¬ 
atives and friends in military service. 

Students should examine good sample letters and 
be familiar with the correct form. 

40. Analyzes and corrects the 
errors he makes in written 
sentence construction. 

Before the student begins to analyze and correct 
his mistakes, he must develop a desire to do so 
and enough skill to make this possible. Through 
the help of the teacher he may realize the social 
and financial advantages of being able to read 
and write correctly. Then, after his mistakes 
have been pointed out, and the correct forms de¬ 
monstrated, he can assume responsibility for his 
own improvement. The teacher should provide 
many occasions where his work will be held up to 
the scrutiny of his classmates or a wider audi¬ 
ence. He may write for school publications and 
display his work. 

41. Uses prepositions in phrases 
to enlarge the meaning of the 
sentence. 

A prepositional phrase qualifies a statement, 
adds details, and makes the meaning clearer. 
After the student has a clear concept of the func¬ 
tions of a prepositional phrase, he may go on to 
the fact that objects of the preposition must be in 
the objective case. Then he can eliminate such 
errors as ^'between you and 1," "he waited for 
Harry and 1," and others. 

42. Shows growth in word 
usoge. 

The student should be encouraged to keep per¬ 
sonal records of new words learned In all his 
fields of study. This is something all teachers 
should work on and English teachers must em¬ 
phasize. He will use new words in recounting his 
experiences and In looking for new material. 
Comprehensive vocabulary tests are interesting 
to students and help them to check their progress. 

43. Improves his written 

English in his social 
studies, vocational, 
science, and other classes. 

Papers written in other classes may be checked by 
the English teacher. The English teacher may 
collaborate with other teachers in assigning and 
checking written work. 

44. Knows how to carry his 
share of the conversation 
in adult groups. 

The student should show an interest in the affairs 
of older people as a matter of courtesy. He should 
try not to monopolize the conversation. 


73 



SUGGESTED REFERENCES 


45, English in Action, Course 1, 1955, pp. 158-160. 

Johnson, Roy Ivon, and McGregor, A. Laura, English for Your World. 
Ginn and Co., N, Y., 1944, pp, 209-251. 


46. Building Better English, Book IX, 1955, pp, 104-129, 

Johnson, Roy Ivon, and McGregor, A. Laura, English for Your World. 
Ginn and Co., N. Y., 1944, 

Wagenheim, Harold H., and others. Read Up on Life. Henry Holt and 
Co., N. Y., 1952. 

Bailey, Matilda, and Leavell, Ullin W., Worlds to Explore. American 
Book Co., 1951. 

English in Action, Course 1, 1955, pp. 431-440. 

47. English in Action, Course 1, 1955, pp. 431-440. 

*Bosic Composition, Book I, 1949. 

Building Better English, Book IX, 1955, pp. 386-417. 


48. Basic Composition, Book I, 1949, pp. 1-21. 

English in Action, Course 1, 1955, pp. 355-380. 
Building Better English, Book IX, 1955, pp. 264-282. 


49 * **Living Language, Grade 9, 1953, pp. 288-292. 

Sarett, Lew, and others, Speech, A High School Course. Houghton 
Mifflin Co., N. Y., 1951. 


50. Basic Composition, Book I, 1949, pp. 295-330. 

Building Better English, Book IX, 1955, pp. 160-161. 


*Burnham, Phillip, Scott, Foresman and Co., Chicago, III. 

**Blumenthal, Joseph C., and others, Harcourt, Brace and Co., Chicago. 


74 



GOAL LEVEL NINE 

SUGGESTED ACTIVITIES AND TECHNIQUES 

45. Takes initiative In keep¬ 
ing himself informed on 
current affairs. 

The student should have enough background in 
local and world affairs so that he wants to keep 
current with what Is going on. Regular use can 
be made of the radio. Current Issues of news¬ 
papers and magazines should be available in the 
room and the library at all times. He should take 
part In informal class and group discussions of 
current events. 

46. Reads a variety of material 
for recreation. 

The special reading program at this level should 
be largely for fun. The teacher should try to help 
the student select worthwhile books that he may 
enjoy. The Idea here is to extend his reading into 
a leisure-time activity. 

47. Experiments with a variety 
of sentence expressions. 

The student's work is becoming more mature, and 
he is writing longer sentences. He needs help in 
organizing sentences properly. He should use 
simple, complex, and compound sentences with 
considerable ease; he should realize that variety 
makes his work more interesting. 

48. Use the third person singu¬ 
lar, present tense, and the 
past tense correctly. 

The third person singular, present, and the past 
tense are trouble spots. Many Indian children 
have trouble because they translate literally from 
the Indian to the English. If the student gets a 
very clear picture of what he is doing he can help 
himself a great deal. Most teachers need to en¬ 
list the help of a good interpreter to bring this 
about. Later, give him some understanding of the 
framework of English grammar, demonstrating 
the use of the present and past tenses of verbs. 

49. Analyzes his own speech 
errors and attempts to 
eliminate them. 

The teacher may list the speech errors found 
among members of the group. The student may 
then prepare a rating chart for himself, deciding 
which errors are his own. He may check himself 
at regular intervals with the help of other stu¬ 
dents and the teacher. Not only grammatical 
errors but also mistakes in enunciation and pro¬ 
nunciation should be included. 

50. Uses the comma after an 
adverb clause in a com¬ 
plex sentence. 

The student should understand the function of 
adjectives and adverbs. He should see the adverb 
clause as an enlarged form of a one-word adverb. 
Once he recognizes the adverb clause, the habit 
of placing a comma after it will be easier to es¬ 
tablish. 


75 




SUGGESTED REFERENCES 


51. English in Action, Course 1^ 1955, pp. 127-129; 228-229. 
Building Better English, Book IX, 1955, pp. 119-123. 


52. Living Language, Grade 9, 1953, pp. 368-376. 

Building Better English, Book IX, 1955, pp. 146-152. 

English in Action, Course 1, 1955, pp. 280-287. 

Johnson, Roy Ivan, and McGregor, A. Laura, English for Your World. 
Ginn and Co., N. Y., 1944, pp. 273-284. 


53. English in Action, Course 1, 1955, pp. 193-201. 
Everyday Living. Goal 19. 


54. Van Riper, C., You Con Tolk Better, Junior Life Adjustment Booklet, 
*S. R. A., Chicago, 1953. 


55. Jenkins, Gladys G., and others, Teen-Agers. Scott, Foresman and Co., 
Chicago, 1954, pp. 78-82. 

Living Language, Grade 9, 1953, pp. 24-41. 

Sarett, Lew, Foster, Trufant William, and McBurney, James B., Speech, 
a High School Course. Houghton Mifflin Co., N. Y., 1951. 

Basic Composition, Book I, 1949, pp. 434-436. 

Bell, John W., and others. The English We Need. The John C. Winston 
Co., Dallas, 1943, pp. 133-144. 


*Science Research Associates, 57 W. Grand Ave., Chicago 10, III. 


76 



GOAL LEVEL NINE 

SUGGESTED ACTIVITIES AND TECHNIQUES 

51. Uses capitalization in an 
outline. 

The use of the capital In the first word of the 
sentence should be definitely established by now. 
Teach the student to carry this usage over into 
the writing of the first word in each part of an 
outline. 

52. Uses correct capitalization 
habitually. 

This goal will be achieved through a combina¬ 
tion of teaching factors; development of a criti¬ 
cal attitude on the part of the student toward his 
own work, many uses for written work in which a 
high standard is demanded, and demonstration 
and much checking on the part of the teacher. 

53. Draws inferences and con¬ 
clusions from the books and 
editorials that he reads, 
the movies that he sees. 

The student should be encouraged to look further 
for the answer to questions. He should read with 
this objective in mind; he must form some opin¬ 
ions of his own. These opinions may take the 
form of reviews of books and movies, and edito¬ 
rials for the school publication; or they may be 
presented to the class. 

54. Expresses himself without 
restraint. 

The "idea'' is of prime Importance. The student 
must strive to improve his grammar, but con¬ 
sciousness of his English limitations must not 
block his free expression. He should write and 
write and talk and talk when he has something to 
say. 

55. Participates in and leads 
panel discussions. 

A panel discussion Is a good technique for pro¬ 
moting, reporting, and discussing any topic. The 
class should be divided into groups of four or five. 
Topics may be assigned to the group or selected 
by the members. The leader will plan the discus¬ 
sion, assign sub-topics to members for prepara¬ 
tion, and be responsible for keeping the discus¬ 
sion from wandering or lagging while the group 
has the floor. Some member may be responsible 
for a bulletin board and other visual aids; other 
members may search for outside sources for use. 
A score chart should be set up by the teacher with 
the help of the students and placed on the black¬ 
board. This chart should list the things that help 
to make a good panel discussion, such as audibil¬ 
ity, speaking without notes, answering questions 
clearly, source material, and interest to the class. 
The panel may be scored by the teacher, a com¬ 
mittee of students, or on invited guest. The dis¬ 
cussion should be thrown open to the whole class 
at convenient Intervals. The leadership and other 


77 


SUGGESTED REFERENCES 


56. English in Action, Course 1, 1955, pp. 212-223. 
Everyday Living. Goals 18, 19. 


57. Building Better English, Book IX, 1955, pp. 163-164. 

Bell, John W., and others. The English We Need. The John C. Winston 
Co., Dallas, 1943, p. 379. 


58. National Education Association, Elementary-School Libraries Today. 
Thirtieth Yearbook of the Department of Elementary School Principals, 
Vol. XXXI, No. 1, Washington, D. C. 

Film: Know Your Library 16 mm 10 minutes 


78 


GOAL LEVEL NINE 


55. (Cont'd) 


56. Organizes and partici¬ 
pates in forums, demon¬ 
strations, individual 
reports, plays, dramati¬ 
zations. 


57. Uses a colon before a 

formally introduced series. 


58. Acts as assistant in the 
school library. 


SUGGESTED ACTIVITIES AND TECHNIQUES 


jobs in the group should rotate. All members of 
a group should receive the same score. 

This arrangement promotes group work and co¬ 
operation, and gives every student many chances 
to serve as a leader. The group may bring pres¬ 
sure to bear on an uncooperative student since 
students are judged as a group. Once this organ¬ 
ization is set up in the classroom it can be used 
in any subject matter field. Preparation for new 
topics should get under way quickly. 


The student should use these oral media for ex¬ 
pression in all his studies. He should be familiar 
with the techniques for setting up the class organ¬ 
ization for such and go ahead on his own with 
little guidance. 


The student has had some use of the colon before 
this, and he has had experience in punctuating 
words in a series. This is a slightly advanced 
step. 


At this level students under supervision can take 
over activities such as: 

a. Shelving books 

b. Publishing a library bulletin 

c. Using the card catalog 

d. Listing names and addresses of source ma¬ 
terials for the library 

e. Planning and putting on a pageant for 
book week 

f. Dramatizing books 

g. Planning a book exhibit 


79 







- NOTES 


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GOALS 


LEVELS SEVEN, EIGHT, AND NINE 


SCIENCE 


SUGGESTED REFERENCES 


1. * ** *** **** Everyday Science, 1946, pp. 3-16, 

**GeneraJ Science Mode Easy, 1942, pp. 14-16. 

***Science Problems I, 1951, pp. 1-31. 

***Solving Science Problems Workbook, I, Unit I, 1951, pp. 7-16, 
Parker, Bertha Morris, The Scientist and His Tools. Row, Peterson 
and Co., Evanston, III., 1944. 

Lynde, Carleton John, Science Experiences With Home Equipment. 

International Textbook Co., Scranton, Pa. 1949, 


2. Science Problems I, 1951, pp. 80-103. 

Solving Science Problems Workbook I, 1951, pp. 37-50. 

Frasier, George W., and others. How and Why Explorations. L. W. 
Singer Co., Inc., Syracuse, N. Y., 1949, pp. 39-45. 

Everyday Science, 1946, pp. 326-340, 

Parker, Bertha Morris, Matter and Molecules. Row, Peterson and Co., 
Evanston, Illinois, 1947. 

Films: Solids, Liquids, and Gases 16 mm 10 minutes 

The Atom 16 mm 10 minutes 

Filmstrips: Elementary Science, Set III 
No. 5 All Matter Has Three Forms 
Chemistry, Set II 
No. 1 Structure of the Atom 

3. Parker, Bertha Morris, Community Health. Row, Peterson and Co., 
Evanston, III., 1949. 

Parker, Bertha Morris, Water. Row, Peterson and Co., Evanston, III. 
Parker, Bertha Morris, Water Supply and Sewage Disposal. Row, Peter¬ 
son and Co., Evanston, III., 1946. 

****Understanding Science, 1940, pp. 226-228. 

Everyday Living, Goal 40. 

Films: Environmental Sanitation 16 mm 8 minutes 

Basic Sanitation 


4. Lynde, Carleton John, Science Experiences With Home Equipment. In¬ 
ternational Textbook Co., Scranton, Pa., 1949, pp. 90-139. 

Parker, Bertha Morris, Water. Row, Peterson and Co., Evanston, III. 
Science Problems I, 1951, pp. 120-141. 

Film: Water 16 mm 10 minutes 

Filmstrips: General Science, Water; Foundation of Chemistry, Water 


*Caldwell, Otis, W., and Curtis, Francis D., Ginn and Co., N. Y. 

**Masson, Louis T., Garden City, N. Y. 

***Beauchamp, Wilbur L., and others, Scott, Foresman and Co., Chicago. 

****Watkins, Ralph K., and Perry, Winifred, The Macmillan Co., N. Y. 


82 



GOAL LEVEL SEVEN 

SUGGESTED ACTIVITIES AND TECHNIQUES 

1. Learns something about 
the scientific method in 
performing an experiment. 

Have students go to the blackboard or write on 
paper the five steps which a scientist uses in per¬ 
forming an experiment. 

Demonstrate before the class an experiment 
showing all five steps. Have each student per¬ 
form a simple experiment, using all five steps. 
Some examples of experiments that the students 
can perform: 

1. Which is heavier, milk or water? 

2. How may oxygen be prepared? 

3. Will iron oxidize? 

4. Is there dust in ordinary air? 

5. Does dry soil contain water? 

2. Has some understanding 
of the composition of 
matter in relation to 
his immediate environ¬ 
ment. 

Have students bring to class samples of various 
kinds of matter. 

Have students put on an exhibit with pictures, 
diagrams, and samples showing various kinds of 
matter. 

Demonstrate before the class experiments to show 
how gases, liquids, and solids are different. Have 
students construct models and charts on the com¬ 
position of matter, showing models of an atom 
and a molecule. 

3. Knows where his community 
water supply comes 
from and how to dis¬ 
pose of sewage. 

Find out from the class how they get their drink¬ 
ing water at home. Have some members of the 
class volunteer to tell how the school gets its 
water supply. 

Find out how much water is consumed by the av¬ 
erage person, by a city, or by a community in one 
day. Class discovers it is not always easy for a 
community or city to get as much water as it 
needs. The student learns that generally the water 
supply comes from two general sources; surface 
water (rivers, lakes, ocean) and ground water (ar¬ 
tesian wells and springs). 

Sewage contains waste materials from human 
end animal bodies. Find out the proper disposal 
of garbage, dishwater, and bath water. Study the 
proper location of a sewage disposal unit, wheth¬ 
er outdoor toilet, septic tank or city sewage sys¬ 
tem, in relation to the water supply. A trip to the 
local sewage disposal plant is desirable. 

4. Knows the forms of water. 

Experiments to find the various forms water will 
take; 

a. Uses a watch glass and ether to change 
water to a solid. 

b. Brings water to a boiling point where it is 
changed to steam (kitchen tea kettle). 

Discovers that temperature determines the var¬ 
ious forms water will take. 


83 



SUGGESTED REFERENCES 


5. General Science Made Easy, 1942, 78-79. 

Craig, Gerald S., and Hyde, Margaret O,, New Ideas in Science, 
and Co., Chicago, 1946, pp. 302-303. 

^Classroom Activities Relating to Natural Resources. 

**Science for Daily Use, 1940, pp. 130-133. 

Films: The Work of Running Water 16 mm 10 minutes 

The Work of Rivers 16 mm 10 minutes 

Erosion 16 mm 10 minutes 

Grass Is Gold 16 mm 15 minutes 

Filmstrips: Control of Woter Erosion 
Wind Erosion 


Ginn 


6. Everydoy Living. Goals 3, 5, 30. 

Parker, Bertha Morris, Water Supply and Sewage Disposal. Row, Peter¬ 
son and Co., Evanston, III., 1946. 

Understanding Science, 1940, pp. 109-113. 


7. Parker, Bertha Morris, Machines. Row, Peterson and Co., Evanston, III., 
1944. 

Brandwein, Paul F., You and Science. Harcourt, Brace and Co., N. Y., 
1955, pp. 434-442. 

General Science Made Easy, 1942, pp. 127-131. 

Discovering Our World, Book II, pp. 71-88. 

Film: Simple Machines 16 mm 10 minutes 

Machines 16 mm 10 minutes 

Filmstrips: Elementary Science, Set 11 
No. 5 Simple Machines 
General Science, No. 7, 8, 9 

Levers, Inclined Planes, Pulleys, Wheels, and Axles 


8. Parker, Bertha Morris, Electricity. Row, Peterson and Co., Evanston, 


*Wight, Edgar, Bureau of Indian Affairs, Washington, D. C. 
**Watkins, Ralph K., and Perry, Winifred, The Macmillan Co., N. Y. 


84 



GOAL 


LEVEL SEVEN 


SUGGESTED ACTIVITIES AND TECHNIQUES 


5. Knows the effects of 
wind and water erosion. 



Students should become familiar at this point 
with the word erosion and its many implications. 

After study and preparation, take field trips to 
areas where students can observe the effects of 
wind and water erosion. 

Simple experiments can be set up in the class¬ 
room to show the effect of wind and water ero¬ 
sion by the use of soil in a container and the help 
of an electric fan and a water sprinkler. 

Students can be impressed with the extreme los¬ 
ses of soil due to erosion by viewing some of the 
better films available. 

It is hoped that all students may gain a respect 
for the soil and realize that, unless care is exer¬ 
cised in its use, rapid deterioration takes place. 
Soil building is a very slow process. 


6. Understands how water 
helps in his daily 
living. 


During one of the great oil booms in Texas a sud¬ 
den water shortage became evident and soon a 
barrel of water became more valuable than a bar¬ 
rel of oil. Water helps man, plants, and animals 
grow. Water is a solvent and cleansing agent. 
Water is used in different ways to run machinery. 
(Demonstrate the use of water wheel as a source 
of power.) Water is a highway of transportation. 
Water is a cooling and heating agent. Water is 
the home of certain types of animal and plant 
life. 


7. Understands how machines 
make work easier for man. 





Knows the importance of 
electricity in our 
daily living. 


Pupils observe, discuss, and experiment with the 
six types of simple machines (screws, wheel-and- 
axle, gears, pulleys, levers, and inclined plane) in 
order to learn that complex machines are nothing 
more than combinations of simple machines; for 
example, in an airplane the propeller is a screw 
or inclined plane, the cam and drive shaft are 
levers, etc. Class discusses changes brought 
about in our lives by complex machines, such as 
the automobile and the airplane. Exhibit a collec¬ 
tion of simple machines used in the home, such 
as can opener, bottlecap remover, and egg beat¬ 
er. 


Lightning is a huge spark of electricity. To get 
lightning, one must have a charge of electricity. 
An easy way to get a charge of electricity is by 
rubbing two different materials together. 


85 







SUGGESTED REFERENCES 


8. (Cont'd) 

Eiect-ricity Around Us. Dept. 2-119, Public Relations, General Electric 
Co., Schenectady, N. Y. 

* Discovering Our World, 1947, Book III, pp. 121-156. 

Film: Electricity 16 mm 10 minutes 

Filmstrip: Generol Science-Electricity 

Fundamentals of Electricity, Set 1-21 


9. Schneider, Herman, Everyday Weather and How It Works. Whittlesey 
House. McGraw-Hill Book Co., N. Y., 1951. 

Parker, Bertha Morris, Ask the Weatherman. Row, Peterson and Co., 
1947. 

Parker, Bertha Morris, The Ways of the Weather. Row, Peterson and 
Co., 1947. 

Science for Daily Use, 1940, pp. 67-69. 

Discovering Our World, 1947, pp. 50-55. 

Film: Weather 16 mm 10 minutes 


10. Smith, Victor C., and Vance, B. B., Science for Everyday Use. J. B. Lip- 
pincott Co., Chicago, 1946, pp. 16-56. 

Discovering Our World, 1947, pp. 52-55. 

Film: Free Air 16 mm 10 minutes 

Air 16 mm 10 minutes 

Filmstrip: Aerodynamics: 

Theory of Flight; Set 1 -4. 


11. Parker, Bertha Morris, Soil. Row, Peterson and Co., Evanston, III. 
Meister, Morris, and others, Wonderworld of Science, Book VIII, 
Charles Scribner's Sons, Chicago, 1948, pp. 97-105. 

General Science Made Easy, 1942, pp. 305-306. 

Classroom Activities Relating to Natural Resources, 1952. 
Discovering Our World, Book III, 1947, pp. 62-68. 


''Beauchamp, Wilbur L, and others, Scott, Foresman and Co., Chicago. 


86 



GOAL LEVEL SEVEN 


SUGGESTED ACTIVITIES AND TECHNIQUES 


Examples: shuffling across a rug, combing hair, 
and rubbing one's hand against cat's fur. Actu¬ 
ally this is frictional or static electricity. Have the 
class or group find out how electricity works for 
us. If electric current is available in the school, 
students may visit the kitchen, shop, and other 
places to get this information; otherwise, refer¬ 
ence materials will provide the source. Empha¬ 
size that electricity is a source of power, light, 
heat. It makes possible communication by tele¬ 
graph, telephone, radio, and television. Contrast 
the modern home with the home which is without 
electrical power. 


9. 


Knows why the 
weather report 
important. 


daily 

is 



Read the weather forecasts in the daily news¬ 
paper and listen to radio weather reports, and 
check for accuracy against the actual weather. 
Use weather reports in planning for a picnic or 
trip. Discuss the importance of frost warnings to 
vegetable, fruit, and citrus growers. Study about 
the importance of weather reports to transporta¬ 
tion companies, farmers, and others who are most 
affected by weather conditions. Visit the local 
weather bureau office to see the equipment and 
learn how it is used in weather forecasting. 


10. Has some understanding 
of how air helps man In 
his daily living. 


List as many ways as possible in which man util¬ 
izes air pressure. Consider: machine power, wind¬ 
mills, sailboats, vacuum cleaners, plumbing, and 
steam power. Heat destroys much undesirable 
matter. Make and test models of windmills, sail¬ 
boats, and gliders. Study and discuss air compres¬ 
sors and air pressure in tires. Discuss why a bal¬ 
loon floats and an airplane "flies." Air is nec¬ 
essary for plant and animal life. Try growing a 
plant in the absence of air. 


11. Can tell what soil is 
composed of and how it 
is made. 


Examine different soil with a magnifying glass. 
Pick out pieces of rock, sand, and organic matter. 
The very fine material left Is probably clay. Put 
soil in a jar, add water, and stir. Allow to settle 
over night. The coarsest material will settle to 
the bottom. Discuss the three classes of soil, 
namely: clay, sand, and loam. All other soils are 
combinations of these three classifications. Loam 
is a mixture of clay, silt, and sand, and decayed 
plants or animals. 

Place small, thin layer of loam over fire and 
have class observe how it changes in color as or¬ 
ganic matter burns. 


87 




SUGGESTED REFERENCES 


11. (Cont'd) 

Filmstrips: Soil Conservation 

No. 1 How Soil is Formed 
No. 2 Water and the Soil 
No. 3 Minerals in the Soil 
No. 4 Plant Life and the Soil 
No. 5 Animal Life and the Soil 


12. Parker, Bertha Morris, Garden Indoors. Row, Peterson and Co., 1944. 
General Science Made Easy, 1942, pp. 291-300. 

Discovering Our World, 1947, pp. 183-208. 

Parker, Bertha Morris, An Aquarium. Row, Peterson and Co., Evanston, 
III., 1948. 

Brandwein, Paul F., You and Science. Harcourt, Brace and Co., N. Y., 
1955, pp. 387-388; 390-397; 404-406. 

Films: Animals Growing Up 16 mm 10 minutes 

Plant Growth 16 mm 10 minutes 

Filmstrips: Elementary Nature Study: 

No. 1 The Growing-Up of the Toad 

No. 1 The Growing-Up of the Monarch Butterfly 


88 


GOAL 


LEVEL SEVEN 


SUGGESTED ACTIVITIES AND TECHNIQUES 


11. (Cont'd) Weigh before and after. The greater part of 

soil is ground-up rock. Rocks are continually be¬ 
ing broken up into soil by the various forces of 
nature. Weather and climate are the mills which 
have done much of this. The movement of water 
over rocks and the action of freezing are some 
ways in which soil is made. The action of the 
wind is another factor in soil formation. Adding 
plant and animal matter gives the soil body and 
provides it with the additional elements neces¬ 
sary for growth. 


12. Knows how plants and 
animals grow. 



Plant seeds, cuttings, bulbs, slips, or leaves and 
observe growth. Pupils should know parts of a 
plant. Find out which parts are used for food. 
Show pictures of plant and animal growth. Read 
stories about growth of animals, such as frogs, 
moths, and various insects. Let pupils see toad 
or frog eggs and caterpillar cocoons hatch and 
the young grow to maturity. Bring in goldfish or 
pets for observation. Use a terrarium and aquar¬ 
ium to observe birth and growth of plants and 
animals. 




SUGGESTED REFERENCES 


13. * ** Everyday Science/ 1946, pp. 3-12. 

Smith, Victor C., and Jones, W. E., Enjoying Modern Science. J. B. 
Lippincott Co., Chicago, 1951, pp. 2-19. 

**You and Science, 1955, pp. 1-32. 

Parker, Bertha Morris, Superstition or Science. Row, Peterson and Co., 
Evanston, III., 1948. 

Brandwein, Paul F., You and Your World. Harcourt, Brace and Co., 
Chicago, 1953, pp. 43-50. 

Filmstrips: Edward Jenner and the Story of Vaccination, No. 2 

Louis Pasteur and the Germ Theory of Infection, No. 6 


14. *** **** ***** Understonding the Universe, 1943, pp. 49-55. 

Brooks, William O., and Tracy, George R., Modern Physical Science. 
Henry Holt and Co., N. Y., pp. 243-246. 

**Science for Better Living, 1942, pp. 203-208. 

Parker, Bertha Morris, Fire, Friend and Foe. Row, Peterson and Co., 
Evanston, III., 1948. 

Davis, Ira C., and others. Science, A Story of Observation and Ex¬ 
periment, Book I. Henry Holt and Co., N. Y., 1954, pp. 1-36. 

Film: Fire 16 mm 10 minutes 


15. Parker, Bertha Morris, What Things Are Made Of. Row, Peterson 
and Co., Evanston, III., 1944. 

Everyday Science, 1946, pp. 330-332. 

You and Science, 1955, p. 281. 

****Science Problems 1, 1951, pp. 142-177. 

*****NewWorld of Science, 1953, pp. 181-182. 

Filmstrips: Foundations of Chemistry: 

No. 2 Carbon and Its Oxides 
No. 3 Chlorine and Its Compounds 


*Caldwell, Otis W., and Curtis, Francis D., Ginn and Co., Chicago. 

**Brandwein, Paul F., and others. Harcourt, Brace and Co., N. Y. 

***Carroll, Franklin B., and others. The John Winston Co., Chicago. 

****Beauchamp, Wilbur L. Scott, Foresman and Co., Chicago. 

*****Burnett, R. Will, Silver Burdett Co., Chicago. 


90 



GOAL 


LEVEL EIGHT 


SUGGESTED ACTIVITIES AND TECHNIQUES 


13. Develops the idea that 
science may displace 
superstition and ignorance. 



14. Understands how fires can 
be extinguished. 


Have students list many of the most common su¬ 
perstitions and have them give reasons to support 
these beliefs. Have students discuss and write on 
"What the World Would Be Like If Nobody Knew 
Anything About Science." Have students collect 
pictures showing how science has changed the 
world. 

Have students choose projects comparing the old 
and new scientific ways of doing things. Have 
students compare the superstitious way of treat¬ 
ing diseases with that of today. Have students 
test some common ideas or statements to see if 
they are correct. If a statement or belief is incor¬ 
rect, find some other explanation. 

Experiment with some common instruments to see 
how these instruments help individuals to see, 
hear, or measure better. Take some class or pupil 
problems and follow through, using the scientific 
method. Show how scientists, by solving certain 
problems, cause new problems to arise. 


Puts out small fires by using sand, water, etc. 
Understands that fires are extinguished by a lack 
of oxygen. Knows and observes the use of the 
common types of fire extinguishers. Finds out 
what type of fire extinguisher to use in various 
places. Put a small amount of oil In a flat pan. 
Pour water on this oil and note how it spreads. 
Discuss how various types of fires may be extin¬ 
guished. Gasoline fires are not extinguished by 
water, but wood fires are. Call in local fire chief 
for demonstration. 


15. Knows something about Have students collect pictures showing all kinds 

chemical changes. of chemical changes. Have students do all kinds 

of simple experiments to show various types of 
chemical changes. 

Examples: 

What happens when wood is heated? 

What happens when iron changes to rust? 

What happens when a match burns? 

What happens when we eat food? 

What happens when plants make food? 

What happens when we breathe? 

What happens when sugar burns? 

Dissolve baking soda in a glass of lemon juice. 
Put some vinegar in a glass full of baking soda. 



91 



SUGGESTED REFERENCES 


16. Science Problems 1, 1951, pp. 104-145. 

Lynde, Carleton John, Science Experiences with Home Equipment. 
International Textbook Co., Scranton, Pa., 1949. 

*Heat, 1942. 

Everyday Science, 1946, pp. 110-167. 

Schneider, Herman, Everyday Weather. Whittlesey House Book, 
McGraw-Hill Book Co., N. Y., pp. 30-46. 

Brandwein, Paul F., You and Your World. Harcourt, Brace and Co., 
Chicago, 1953, pp. 227-237. 


17. * ** *** *Classroom Activities Relating to Natural Resources, 1952. 

Parker, Bertha Morris, Soil. Row, Peterson and Co., Evanston, III. 
Gustafson, A. F., Conservation in the United States. Comstock Pub. 
Co., Inc., Ithaca, N. Y., 1939. 

Filmstrip Soil Conservation Set 


18. Parker, Bertha Morris, Water Supply. Row, Peterson and Co., Evanston, 
III., 1946. 

Parker, Bertha Morris, Water. Row, Peterson and Co., Evanston, III. 
***Wonderworid of Science, Book VI I, 1948, pp. 86-96. 

Watkins, Ralph K., and Perry, Winifred, Science for Daily Use. The 
Macmillan Co., N. Y., 1940, pp. 138-141. 

Filmstrips: Foundations of Chemistry: 

No. 10 Water 
General Science: 

No. 11 Water 

Films: Clean Waters 16 mm 10 minutes 

Environmental Sanitation 16 mm 8 minutes 


* Parker, Bertha Morris. Row, Peterson and Co., Evanston. 

**Wight, Edgar L., Bureau of Indian Affairs, Department of the Interior, 
1952, Washington, D. C. 

***Meister, Morris and others. Charles Scribner's Sons, Chicago. 


92 



GOAL 


LEVEL EIGHT 


SUGGESTED ACTIVITIES AND TECHNIQUES 


16. Knows something about 
how heating and cooling 
change material. 


Have students collect pictures or draw illustra¬ 
tions showing how heating and cooling change 
materials; such as water changing into steam or 
ice, cream changing into ice cream, glass bend¬ 
ing, etc. Have students burn sugar to notice the 
slow browning. To prove that steam is really 
water, hold a watch glass or plate over a beaker 
when it starts to steam. Bend glass over fire. 

Place ice in water and test temperature before 
and after. Fill bottle with water or milk and 
freeze to show expansion. To determine the rate 
of expansion, heat a wire along its whole length 
and measure the wire before and after heating. 

Heat a certain volume of water and show how 
heating increases its volume. Heat a certain 
volume of air and show how its volume has 
changed. Have students perform an experiment 
on the melting point of various materials, such 
as butter, lead, and plastic. Have students eva¬ 
porate various substances, such as hot water, 
cold water, alcohol, ether, etc,, to see if all liquids 
evaporate at the same rate. Perform an experi¬ 
ment to show what happens when steam is cooled. 


17. Participates in the 

local community conser 
vation program. 


Read pamphlets, charts, and graphs on the sub¬ 
ject. Attend demonstrations. Construct table 
models showing certain aspects of programs. Visit 
projects and learn about local conditions and 
plans for conservation by officials from SMOCO 
Staff. Enter poster contests. Give demonstrations. 


18. Knows how water can be 
contaminated and under¬ 
stands how it can be 
purified. 


Students should know that drinking water is not 
chemically pure. It should meet these standards, 
however: 


1. Safe to drink 

2. Clear and colorless 

3. Free from disagreeable taste and odor 

4. Reasonably soft 

Have members of the class observe a glass of 
pure water (safe for drinking) and a glass of im¬ 
pure water. Notice that both look the same. After 
bacteria have been given sufficient time to grow 
and multiply, examine the water from the two 
glasses under a microscope. If a microscope is not 
available, use film strips, slides, charts, and illus¬ 
trations from various references. 


93 


SUGGESTED REFERENCES 


19. Classroom Activities Relating to Natural Resources, 1952. 

Frasier, George and others, How and Why Discoveries. L. W. Singer 
Co., Syracuse, N. Y., 1949, p. 294. 

*New Ideas in Science, 1946, pp. 307-325. 

Filmstrips: Soil Conservation Set; 

Control of Water Erosion 
Wind Erosion 

Films: Grassland 16 mm 10 minutes 

The River 16 mm 31 minutes 

Trees to Tame the Wind 16 mm 12 minutes 


20. Wonderworld of Science, 1948. pp. 60-61; 108-110; 198-213. 

Parker, Bertha Morris, Machines. Row, Peterson and Co., 1944. 
Schneider, Herman, Everyday Machines and How They Work. Whittlesey 
House, McGraw-Hill Book Co., Inc., N. Y. 1950. 

**General Science Made Easy, 1942. 

***Discovering Our World, 1947, Book II, pp. 72-93. 

Filmstrips: General Science 
No. 7 Levers 
No. 8 Inclined Plane 


*Craig, Gerald S. and Hyde, Margaret Oldroyd, Ginn and Co., Chicago. 
**Masson, Louis T., Garden City Pub. Co., Inc., Garden City, N. Y. 
***Beauchamp, Wilbur L., and others. Scott, Foresman and Co., Chicago. 


94 



GOAL LEVEL EIGHT 


SUGGESTED ACTIVITIES AND TECHNIQUES 


18. (Cont'd) 



Class should study and discuss the various ways 
water can be contaminated. Mud, living organ¬ 
isms, decaying plant and animal materials, and 
dissolved minerals are sources of water contami¬ 
nation. Some water impurities are dissolved, while 
others, such as mud, are suspended and visible to 
the naked eye. Usually ground water is a safer 
source of pure drinking water than surface water. 

Discuss the many ways to prevent contamination 
of pure water. Special attention should be given 
to using clean containers and individual drinking 
cups and to locating the well above and at least 
fifty-feet away from contaminated areas. Water 
should be stored in covered barrels or other con¬ 
tainers. 

Boil impure water and examine it under a micro¬ 
scope. Point out to the class that boiling is the 
simplest means of water purification. Find out 
how the school's water supply is purified. Famil¬ 
iarize students with the procedure of getting a 
water sample tested by the State health depart¬ 
ment. If possible, take a field trip to a town or 
city water purification plant. 


19. Knows some of the ways to Have students observe what happens when water 

prevent soil erosion. passes over a surface free from plant growth. Em¬ 

phasize the importance of good plant growth in 
preventing soil erosion. 

Have members of the class look up and report on 
various ways soil erosion can be prevented. See 
which ones are practiced in their community. Em¬ 
phasize again that once soil is lost it is difficult 
to reclaim. Over-grazing should be studied and 
discussed thoroughly, because much of our Indian 
land has been lost by this practice. Find out from 
a reliable source how many sheep, cattle, or other 
animals can be carried on an acre of land in their 
home community. 


20. Understands the operation At this level the pupils study and experiment with 

of simple machines. each of the six simple machines to learn how 

they operate to make work easier. 

1. The Wheel — Learns that wheels may be 
linked in trains by belts to gain advantage of 
direction and speed. 

a. Arrange wheels to turn by belts. Study 
pumps, harvester and other equipment that 
is belt driven. 

b. Examine and study old automobile gears. 


95 



SUGGESTED REFERENCES 


20. (Cont'd) No. 9 Pulleys, Wheels, and Axles 

Films: Machines 16 mm 10 minutes 

Simple Machines 16 mm 10 minutes 


96 


GOAL 


LEVEL EIGHT 


SUGGESTED ACTIVITIES AND TECHNIQUES 


20. (Cont'd) 



2. Pulleys — Stress the principle that pulleys 
multiply force—give mechanical advantage. 

a. Use spool pulleys or small models to form 
many combinations. 

b. Pupils should understand that the advan¬ 
tage of a pulley system Is approximately 
equal to the number of strands supporting 
the lead. 

3. Levers — Make clear by experimentation and 
observation that levers have a mechanical ad¬ 
vantage or speed according to type. Use a 
yardstick for a lever and demonstrate the 
three kinds of levers. Make lists of each type 
found in everyday use, such as: first class 
lever—seesaw; second class—wheelbarrow; 
and third class—shovel. 

4. Inclined Plane — Experiment with it from 
gentle to steep inclines to find the mechanical 
advantage. Discuss how this device can make 
our work easier. List examples of the use of 
this machine in industry. Pupils should find 
out that wedges are special inclined planes 
used to help push things apart. Use wedge to 
split wood. List and study advantages of com¬ 
mon wedge-type machines, such as knives, 
chisels, and axes. 

5. Screws — Teach that the screw usually com¬ 
bines the wedge, the inclined plane, and the 
wheel and axle. List and study common ex¬ 
amples of screw-type machines which make 
work easier (car jack). Discuss screws as fas¬ 
teners in wood and metal. 

6. Gears — Find out how gears multiply force 
and may be used to gain speed. Examine old 
clock gears, auto gears, or others. See how 
they move each other in turn. Notice how a 
small gear sometimes turn a large one and 
this, in turn, turns a still larger one. If the 
small one has 12 teeth and the large one 24, 
a force on the small one is multiplied two 
times by the larger. 

Examine a bicycle or some other machine in 
which a large gear is used to turn a small one. 
Turn the large gear and note the speed of the 
large wheel attached to the small gear. 


97 


SUGGESTED REFERENCES 


21. Parker, Bertha Morris, Magnets. Row, Peterson and Co., Evanston, 
III., 1947. 

* Electricity, 1944. 

Discovering Our World, 1947, pp. 139-153. 

Film: Magnets 16 mm 13 minutes 

Filmstrips: Elementary Science, Set I: 

No. 1 Magnets 
Fundamentals of Electricity: 

No. 1 Magnetism 


22. Electricity, 1944. 

Adventures in Science Series, Electricity Around Us. Dept. 2-119, 
Public Relations, General Electric Co., Schenectady, N. Y. 

The Romance of Electricity. Dept. 2-119, Public Relations, General 
Electric Co., Schenectady, N. Y. 

Watkins, Ralph K., and Perry, Winifred, Science for Human Control. 
The Macmillan Co., N. Y., 1940, pp. 432-433. 

**General Science Made Easy, 1942, pp. 197; 200-202; 210. 

Film: Development of Communication 16 mm 10 minutes 
Filmstrips: Fundamentals of Electricity: 

No. 4 The Electric Cell 
No. 5 Storage Battery 
No. 6 Electromagnetism 
Electrical Series - d. 

Electromagnetism, Parts 1, 2 


23. Abraham, Marcus, Physics for Modern Times. Prentice-Hall, Inc., N. Y., 
1952, pp. 165-176. 

Science for Better Living, 1952, pp. 144-149. 

Parker, Bertha Morris, Our Ocean of Air. Row, Peterson and Co., 
Evanston, III., 1941. 

Lynde, Carleton John, Science Experiences with Home Equipment. In¬ 
ternational Textbook Co., Scranton, Pa., 1949. 

New Ideas in Science, 1946, pp. 201-237. 

Brandwein, Paul F., You and Your World. Harcourt, Brace and Co., 
Chicago, 1953, pp. 238-256. 

Filmstrips: General Science: 

1. Air 

Foundations of Chemistry: 

1. Atmosphere 


*Parker, Bertha Morris. Row, Peterson and Co., Evanston, III. 
**Beauchamp, Wilbur L., and others. Scott, Foresman and Co., Chicago, III. 


98 



GOAL 


LEVEL EIGHT 


SUGGESTED ACTIVITIES AND TECHNIQUES 


21. Observes how magnets work. Keep the concepts simple. Develop the concept 

that a simple magnet is a piece of iron which will 
attract or pick up other pieces of iron. 

Secure horseshoe and bar magnets and experi¬ 
ment to see what materials can be magnetized. 

Make a compass by magnetizing a darning nee¬ 
dle. Lay it across a cork in a pan of water and 
watch it take a north-south direction. Examine 
and learn to use a real compass. Develop the 
concept that the compass is a magnet with the 
north and south magnetic poles and magnetic 
lines of force. 


22. Understands the electro¬ 
magnet and dry and wet battery 
cells. 



Make a small electromagnet by wrapping several 
feet of insulated wire around an Iron belt and fas¬ 
tening the two ends of the wire to a dry cell. Use 
the magnet to move a pile of iron filings or tacks. 
Bring out the fact that electromagnets are made 
stronger by using more coils and by sending 
stronger currents through the wire. 

Find an old telephone receiver and look for elec¬ 
tromagnets used to move heavy objects like loco¬ 
motives and other large masses of iron. 

Take a dry cell apart to see and study the chem¬ 
icals, the carbon rod, and the zinc caps which 
generate the electricity. Show how the wires must 
be connected to the two posts on the cell before 
electricity is generated. 

Examine a section of a wet storage battery to 
learn the parts and how they store electricity. Ask 
a mechanic to explain how a car battery is re¬ 
charged. 


23. Learns how man uses air. Make a chart with pictures showing man's use of 

air. Make small models of machines that use air 
pressure (windmills, airplanes). 

Prepare a list of animals that make use of air 
pressure to move from place to place, such as 
bats, birds, and insects. 

Read and see films and filmstrips for information 
about the use of air in air brakes, vacuum clean¬ 
ers, and tires. 


99 


SUGGESTED REFERENCES 


24. General Science Made Easy, 1942, p, 258. 

Understanding the Universe, 1952, pp. 530-541. 

Everyday Science, 1946, pp. 272-278. 

You and Science, 1955, pp. 243-253. 

Films: The Earth in Motion 16 mm 10 minutes 

What Causes the Seasons 16 mm 10 minutes 

Filmstrips: The Four Seasons Set 

Elementary Science, Set II, No. 4 
Seasons 


25. Parker, Bertha Morris, Garden Indoors. Row, Peterson and Co., Evans¬ 
ton, III., 1944. 

*Science Plons for Tomorrow. 1946, pp. 359-391. 

Watkins, Ralph K., and Perry, Winifred, Understanding Science. The 
Macmillan Co., N. Y. 1940, pp. 197-215. 

The Wonderworld of Science, Book VIII, 1947, pp. 105-106. 
Discovering Our World, Book III. 

Smith, Ella Thea, Exploring Biology. Harcourt, Brace and Co., Chicago, 
1954, pp. 502-539. 

Film: Yours Is the Land 16 mm 20 minutes 
Filmstrip: Soil Conservation Set, Nos. 1 -8 


26. Parker, Bertha Morris, Garden Indoors. Row, Peterson and Co., Evans¬ 
ton, III., 1944. 

The Wonderworld of Science, 1948, Book 111, 

**Science, A Story of Experiment and Discovery, 

***Biology and Human Progress, pp. 252-284. 

Films: Plont Growth 16 mm 

Seed Dispersal 16 mm 

Growth of Flowers 1 6 mm 

Filmstrip: Grafting and Budding Fruit Trees 


pp. 142-147; 152-165. 
1954, pp. 195-234. 

10 minutes 
1 1 minutes 
10 minutes 


*Craig, Gerald S., and Urben, John, Ginn and Co., Chicago. 
**Davis, C. I., and others, Henry Holt and Co., N. Y. 
***Eisman, Louis, and Tanzer, Charles, Prentice-Hall, Inc., N. Y. 


100 



GOAL LEVEL EIGHT 


24. Understands why we have 
seasonal changes. 


25. Realizes that we depend 
on the soil for a living. 


26. Understands the origin of 
plants. 


SUGGESTED ACTIVITIES AND TECHNIQUES 


Have the pupils perform the following experiment 
in order to discover that the two important ways 
the earth moves cause the change of seasons: 
Place a small electric light in the middle of a 
room. Draw a large circle and notice that the 
axis will slant at an angle to the ceiling. Move 
the globe around the circle so that different parts 
of the globe are lighted. Point out that at any 
chosen point on the globe, the angle at which the 
light strike it changes as the globe revolves. This 
experiment shows that the amount of heat re¬ 
ceived from the sun changes from day to day be¬ 
cause of the change in angle at which heat rays 
strike the earth. Pupils should then discover that 
the seasons are caused by this change in temper¬ 
ature. By tilting the axis so that the light is near¬ 
ly overhead, the summer season can be demon¬ 
strated. In a like manner it can be shown that 
winter is the season when the sun is nearer the 
horizon. Use charts, maps, and diagrams to clari¬ 
fy this experiment and its meanings for the pu¬ 
pils. 


The pupils should learn that all life upon the 
earth depends directly or indirectly on the soil. 
They can make charts with pictures of things 
coming directly or Indirectly from the soil. Make 
use of visual aids, such as films and film strips. 
Select something that does not come directly from 
the soil, like wool clothing. Point out how plants 
provide food for sheep raised for their wool. 


Pupils may plant seed, cuttings, runners, buds, 
bulbs, and root cuttings, both indoors and out to 
learn how new plants are grown. This experi¬ 
ment will demonstrate how potatoes are grown: 
put a white potato in a jar of water, covering only 
one end with water. Pupils should observe the 
potato over a period of a few weeks to find the 
answers to questions, such as: What happens at 
the eyes of the potato? Why is the potato shrivel¬ 
ing and getting smaller? 

Have pupils cut an onion, bean, and a peanut in 
two; notice the tightly folded bud in the center 
and the many layers of stored food around the 
bud. Call attention to this means of supplying 
food to the bud until it grows into a young plant 
and can take food from the soil. 

Make a cutting from a geranium and watch it 
grow. 

Read about Luther Burbank and his work with 
plants. 


101 


SUGGESTED REFERENCES 


27. Discovering Our World, Book III, 1947, pp. 256-266. 

The Wonderworld of Science, Book VIII, 1948, pp. 166-167. 
Science, A Story of Experiment and Discovery, 1954, pp. 235-270. 
Biology and Human Progress, pp. 252-284. 

Films: Miracle of Life 16 mm 11 minutes 

In the Beginning 16 mm 20 minutes 

The Frog 16 mm 11 minutes 

Introduction to Biology 16 mm 10 minutes 

Filmstrip: Human Body, Series I: 

Reproduction Among Mammals 


28. Wonderworld of Science, Book VIM, 1948, pp. 278-279. 
Discovering Our World, Book II, 1947, pp. 239-245. 

Science Plans for Tomorrow, 1946, pp.382-385. 

Biology and Human Progress, pp. 332-357. 

Films: Achievement 16 mm 10 minutes 

Heredity 16 mm 11 minutes 

Heredity and Environment 16 mm 10 minutes 

Filmstrip: Human Body, Series II: 

Heredity 


29. Science Plans for Tomorrow, 1946, pp. 378-382; 385-387. 
Everyday Science, 1946, pp. 461-475. 

Biology and Human Progress, 1953, pp. 332-357. 

Film: Heredity and Environment 16 mm 10 minutes 

Filmstrip: Human Body, Series II: 

Heredity 


30. Parker, Bertha Morris, Light. Row, Peterson and Co., Evanston, III., 1949. 
You and Science, 1955, pp. 527-540. 

The Wonderworld of Science, Book VIII, 1948, pp. 306-319. 

Burnett, R. Will, New World of Science, Silver Burdette Co., N. Y., 
1953, pp. 451-461. 

Films: Light Waves and Their Uses 16 mm 11 minutes 

Nature of Color 16 mm 10 minutes 

Filmstrip: General Science: 

Light 


102 


goal level eight 

SUGGESTED ACTIVITIES AND TECHNIQUES 

26. (Cont'd) 

Look at some plants that have bloomed. Select 
some of the parts of the flower that are still left 
on the plant. Open these parts and find the 
seeds. 

27. Understands the 
origin of animals. 

Get some frog's eggs from a pool. Keep them in 
pond water in the classroom for further observa¬ 
tion and report to the class. 

Find out how long it takes a hen's egg to hatch. 

Find insect eggs for observation and discussion 
purposes. 

After and during periods of experimentation, the 
pupils should be able to answer questions such as 
the following: 

1. How is a bird's egg like the seed of a plant? 

2. How does every living thing begin its life? 

3. How do living things grow bigger? 

Make a list of animals and have pupils name ani¬ 
mals that are born alive. Then list those that 
hatch from eggs. 

28. Has some understanding 
of methods used in 
improving plants. 

Visit farm, garden or nursery and learn what is 
being done to improve plants. 

Read Department of Agriculture pamphlets and 
bulletins. 

Study seed catalogs to find out how vegetables 
and flower seeds have been improved to meet var¬ 
ious conditions of soil, climate, and disease re- 
sistancy. 

29. Has some understanding of 
methods used to improve 
animals. 

Have class visit a farm and see the difference 
between a good and a poor animal. Notice the 
characteristics of animals with good breeding. 


30. Understands how light 
affects our everyday 
living. 

Learns that light is a form of energy and that it 
always travels in straight lines. Demonstrate by 
cutting holes in the center of two small pieces of 
cardboard. Hold the two pieces of cardboard so 
that light passes through both openings. Move 
one cardboard to the right or left and notice how 
the light is shut off. 


103 


SUGGESTED REFERENCES 


31. Discovering Our World, Book II, 1947. 

Watkins, Ralph K., and Perry, Winifred, Science for Human Control. 
The Macmillan Co., 1940, pp. 409-413. 

New World of Science, 1953, pp. 441-449. 

Heat, 1942. 

Film: Fuels and Heat 16 mm 10 minutes 

Filmstrip: General Science: 

Fire and Heat 


104 


GOAL LEVEL EIGHT 

30. (Cont'd) 

31. Understands how heat 
affects our everyday 
living. 


SUGGESTED ACTIVITIES AND TECHNIQUES 


Find out that light colors reflect more light than 
dark colors. Take the class into a room painted 
with light colors and another room painted with 
dark colors. If a light meter is available, meas¬ 
ure the light intensity in each room. 


Make a survey of your school or community to de¬ 
termine the different ways heat is obtained and 
how it is used. Study and discuss the most com¬ 
mon ways, such as electricity, gas, gasoline, coal, 
wood, coal oil, and the sun. Demonstrate heat by 
friction. (Rub two pieces of wood together.) 


105 


SUGGESTED REFERENCES 


32. Parker, Bertha Morris, An Aquarium. Row, Peterson and Co., Evanston, 
III., 1943. 

^Science Problems I, 1951, pp. 260-287. 

Smith, Victor C., and Jones, W. E., Enjoying Modern Science. J. B. Lip- 
pincott Co., III., 1951, pp. 380-411. 

Smith, Victor C., and Jones, W. E., Using Modern Science, Book IX, 
J. B. Lippincott Co., Chicago, 1951, pp. 513-566. 

**Everyday Science, 1946, pp. 415-460. 

Smith, Ella Thea, Exploring Biology. Harcourt, Brace and Co., Chicago, 
1954, pp. 4-47. 

Fitzpatrick, Frederick L., and Bain, Thomas D., Living Things. Henry 
Holt and Co., N. Y., 1953, pp. 30-33. 

Films: In fhe Beginning 16 mm 17 minutes 

Introduction to Biology 16 mm 13 minutes 


33. Parker, Bertha Morris, Gravity. Row, Peterson and Co., Evanston, III., 
1942. 

Beauchamp, Wilbur L, and others. Science Problems II. Scott, Fores- 
man and Co., Chicago, 1952, pp. 42-85. 

Everyday Science, 1946, pp. 71; 241-242; 290; 297-302; 

335-336; 465-466. 

Smith, Victor C., and Jones, W. E., Using Modern Science. J. B. Lippin¬ 
cott Co., Chicago, 1951, pp. 28; 40; 60; 420-422; 443; 453. 
Film: Force of Gravity 16 mm 10 minutes 

Filmstrips: Elementary Science, Set III: 

Why Things Float 
Elementary Science, Set IV: 

Gravity 

Elementary Science Series: 

The Force of Gravity 


34. Brandwein, Paul F., You and Your World. Harcourt, Brace and Co., 
Chicago, 1953, pp. 19-62. 

Lynde, C. J., Science Experiences With Home Equipment. International 
Textbook Co., 1001 Wyoming Ave., Scranton, Pa., 1949. 


* Beauchamp, Wilbur L., and others. Scott, Foresman and Co., Chicago. 
**Caldwell, Otis W., and Curtis, Francis D., Ginn and Co., N. Y. 


106 



GOAL LEVEL NINE 


32. Knows something about 
how living things are 
alike. 


33. Understands how gravity 
is useful to us. 


34. Can perform an ex¬ 
periment and begins 
to do scientific 
research independently. 


SUGGESTED ACTIVITIES AND TECHNIQUES 


Take field trips to study plants and animals. Have 
a balanced aquarium in the classroom. Grow all 
kinds of plant life in the classroom. Have stu¬ 
dents collect all kinds of animals to study in jars, 
bottles, cages, etc., such as insects, lizards, 
snakes, birds, aquatic insects, water dogs, frogs, 
and worms. Construct a terrarium in the class¬ 
room with all kinds of ferns and mosses growing. 

Collect pictures to show all kinds of plant and 
animal partnerships. Have students look at plant 
and animal cells under the microscope. Have stu¬ 
dents do all kinds of experiments to show how 
plants and animals carry on the same living proc¬ 
esses in life. 

Have students prepare charts and diagrams show¬ 
ing what elements and compounds are found In 
the animal and plant bodies. 


Have students collect pictures showing how grav¬ 
ity is useful to us in measuring materials, caus¬ 
ing water pressure, causing air pressure, and 
making things float. 

Have students perform various experiments show¬ 
ing how gravity is useful to us. 

Demonstrate how materials are weighed using 
the English and metric systems. Demonstrate 
hew the density of common materials can be de¬ 
termined. 

Have students perform experiments on how water 
pressure can be determined. 

Have students perform experiments on what 
causes air pressure. 

Have students perform an experiment on what 
makes things float. 


Have students choose topics that they are inter¬ 
ested in and have them work out experiments in 
that subject. Assign various topics to the class 
and have them go to the library and find out all 
the facts about the topic. 


107 






SUGGESTED REFERENCES 


34. (Cont'd) 

^General Science Made Easy, 1942. 

Everyday Science, 1946, pp. 610-626. 

**You and Science, 1955, pp. 17-32. 

Frank, J. O., Mystery Experiments and Problems for Science Classes, 

J. O. Frank and Sons, Oskosh, Wisconsin, 1945. 

Curtis, Francis D., and Urban, John, Biology in Daily Life. Ginn and 
Co., Chicago, 1949, pp. 570-571. 

Filmstrips: Robert Koch and the Discovery of the Tubercle Baccillus 
Louis Pasteur and the Germ Theory of Infection 
Foundations of Chemistry - No. 4 Facts and Laws 


35. Parker, Bertha Morris, Beyond the Solar System. Row, Peterson and 
Co., Evanston, 111., 1947. 

Parker, Bertha Morris, The Sun and Its Family. Row, Peterson and Co., 
Evanston, III., 1947. 

Parker, Bertha Morris, The Sky Above Us. Row, Peterson and Co., 
Evanston, III., 1947. 

Everyday Science, 1946, pp. 238-291. 

Carroll, Franklin, Understanding the Universe. The John C. Winston 
Co., Chicago, pp. 509-545. 

Parker, Bertha Morris, The Earth's Nearest Neighbor. Row, Peterson 
and Co., Evanston, III., 1947. 

Davis, C. I., and others. Science, A Story of Experiment and Discovery, 
Book II. Henry Holt and Co., N. Y., 1954, pp. 93-132. 

Films: Earth in Motion 16 mm 11 minutes 

Sun, Earth and Moon 16 mm 11 minutes 

Solar Family 16 mm 11 minutes 

Filmstrips: Elementary Science, Set II: 

No. 3 Moon 
No. 6 Solar System 


36. Smith, Victor C., and Jones, W. E., Enjoying Modern Science. J. B. Lip- 
pincott Co., Chicago, 1951, pp. 22-97. 

You ond Science, 1955, pp. 295; 304-307; 435-437; 469; 477- 
478; 530; 582-583. 

Beauchamp, Wilbur L., and others. Science Problems II. Scott, Fores- 
man and Co., 1952, pp. 4-41. 

Davis, C. I., and others. Science, A Story of Experiment and Discovery, 
Book II, Henry Holt and Co., N. Y., 1954, pp. 33-36. 


*Masson, Louis T. McGraw-Hill Book Co., N. Y. 
**Brandwein, Paul F., Harcourt, Brace and Co., N. Y. 


108 



GOAL LEVEL NINE 


34. (Cont'd) 


35. Has some understanding of 
how the earth is related 
to other heavenly bodies. 


36. Has some understanding 
about the different forms 
and sources of energy. 


SUGGESTED ACTIVITIES AND TECHNIQUES 


Have students construct models, charts, drawings 
on various scientific subjects discussed in class. 

Have students work on some scientific project 
and plan to have the work exhibited at some class 
or school fair. 

Have students list all the references they can find 
about certain topics. 


Locate and know something about the probable 
size and position in relationship to our Earth of 
such celestial bodies as North Star, Venus, Mars, 
Jupiter, Saturn, Pluto, Moon, and Sun. 

If possible, visit an observatory, museum or plane¬ 
tarium for information. Write for teaching mate¬ 
rials. 

Use films, filmstrips, models, and pictures. 

Have students construct a table model of the So¬ 
lar System showing the relative position of the 
planets and distances between them by using a 
scale. 

Have students observe the sky at night to locate 
various stars. 


Take a field trip to observe work being done. 


Have students collect pictures on all things that 
require energy to move, such as planes, cars, 
ships, animals, machines, people, buses, trains, 
etc. 

Have students learn the differences between en¬ 
ergy and matter by Illustrations and diagrams. 

Have students do various things in class; then 
ask them to tell what kind of energy was 
required. 

Have students make a drawing, illustrating how 
the sun is the source of all energy on the earth. 


109 



SUGGESTED REFERENCES 


36. (Cont'd) 

Film: Energy 16 mm 8 minutes 

Filmstrip: General Science 
No. 3. Energy 


37. Parker, Bertha Morris, 

III., 1949. 

Parker, Bertha Morris, 

III., 1941. 

You and Science, 1955, pp. 425-431. 

Science Problems I., 1951, pp. 32-37. 

Hegner, Robert, The Parade of the Animal Kingdom. 

Co., N. Y., 1936. 

Fritzpatrick, Frederick L., and Bain, Thomas D., Living Things 
Holt and Co., N. Y. 1953, pp. 33-37. 


Animal World. Row, Peterson and Co., Evanston, 
Living Things. Row, Peterson and Co., Evanston, 

The Macmillan 
Henry 


Films: Introduction to Biology 16 mm 13 minutes 

Beach and Sea Animals 16 mm 11 minutes 

Mammals Are Interesting 16 mm 12 minutes 

Insect Zoo 16 mm 11 minutes 


38. Abraham, Marcus, Physics for Modern Time. Prentice-Hall Inc N Y 
1952, pp. 165-176. 

Parker, Bertha Morris, Science Experiences (Elementary School). Row, 
Peterson and Co., Evanston, III., 1952, pp. 24-81. 

Brandwein, Paul F., and others. Science for Better Living. Harcourt 
Brace and Co., N. Y., 1952, pp. 144-149. 

Everyday Science, 1946, pp. 21-55. 

Parker, Bertha Morris, Our Ocean of Air. Row, Peterson and Co. 
Evanston, III., 1941. 

Lynde, Carleton John, Science Experiences with Home Equipment. In¬ 
ternational Textbook Co., Scranton, Pa., 1949. 

Brandwein, Paul F., and others. You and Your World. Harcourt Brace 
and Co., Chicago, 1953, pp. 238-256. 

Filmstrips: Air: 

No. 1 General Science 

Atmosphere: 

No. 1 Foundations of Chemistry 


no 


GOAL LEVEL NINE 

SUGGESTED ACTIVITIES AND TECHNIQUES 

36. (Confd) 

Have students prepare a chart on how various 
kinds of energy can be transformed. 

Have students demonstrate experiments on: 

1. How does friction act? 

2. How does inertia act? 

3. How does centrifugal force act? 

4. How is one form of energy changed into an¬ 
other? 

37. Has some understanding 
of how living things 
are grouped. 

Take field trips to identify trees, shrubs, and 
herbaceous plants, and the family of each plant. 

Assign a group of plants or animals to each stu¬ 
dent and have each give an oral report on the 
characteristics of that group. 

Take a field trip to a park, zoo, or field museum 
where students study the characteristics of vari¬ 
ous plant and animal phyla. 

Have students make charts to show plant and ani¬ 
mal phyla with representative plants and animals 
under each. 

Have student projects to identify a few new things 
in order to show the helpfulness in universal clas¬ 
sification. 

Study keys of identification of plants and animals 
and note how relationships graduate from, or 
branch out tree-like. 

38. Becomes more familiar 
with the phenomena of 
atmospheric pressure 
ond some of the applica¬ 
tions using air pressure. 

Perform simple experiments to show that air has 
weight and, because of its weight, can exert pres¬ 
sure. Teach that air pressure decreases as we go 
into the upper air. 

Experiment: Air Pressure 

Materials: Wide-mouthed bottle with a smooth, 
flat rim and a sheet of writing paper. 

Procedure: Fill the bottle with cold water. Mois¬ 
ten the rim of the bottle. Place the 
paper firmly against the rim. Hold 
the paper in place with the palm of 
one hand while you turn the bottle 


SUGGESTED REFERENCES 


39. United States Civil Defense, Basic Course for Civil Defense. U. S. Gov¬ 
ernment Printing Office, Washington 25, D. C., 1955. 

Meyer, Jerome S., Picture Book of Molecules and Atoms. Lothrop, Lee 
and Co., Inc., N. Y., 1947, pp. 45-47. 

Lewellen, John, Primer of Atomic Energy. S. R. A., 1952. 

Gerstell, Richard, How to Survive an Atomic Bomb. Bantam Books, 
Inc., N. Y., 1950. 

Adventures Inside the Atom. Public Relations, Dept. 2-119, General 
Electric Co., Schenectady, N. Y. 

You Con Survive. U. S. Government Printing Office, Washington 25, 

D. C, 1950. 

Design for Defense. Utah State Dept, of Public Instruction, Salt Lake 
City, Utah, August 1952. 

Film: The Atom 16 mm 11 minutes 

Filmstrip: Chemistry, Set II: 

No. 1 Structure of the Atom 

40. Everyday Science, 1946, pp. 62-63. 

General Science Made Easy, 1942, pp. 78-79. 

*Science for Daily Use, 1940, pp, 229-235. 

Filmstrips: Foundations of Chemistry: 

No. 8 Oxygen and Hydrogen 
No. 10 Water 


*Watkins, Ralph K., and Perry, Winifred, The Macmillan Co., N. Y. 


112 



GOAL LEVEL NINE 


38. (Cont'd) 


39. Knows how to protect 
himself in case of 
an atomic explosion. 


40. Knows the composition 
of water. 


SUGGESTED ACTIVITIES AND TECHNIQUES 


upside down. Remove your hand 
from the paper. The paper stays in 
place, and the water does not fall 
out. 

Conclusion: The air pushes against the paper 
and holds it in place. The air pres¬ 
sure exerts a greater force than the 
weight of the water in the bottle. If 
any air leaks in at some place 
around the bottle's rim, the experi¬ 
ment will fail. 

Use a soda straw and a glass of drinking water 
to demonstrate that you cannot drink water 
through a straw or tube unless you reduce the air 
pressure inside the tube by sucking some of the 
air out, so that the air pressure outside is greater 
than the pressure inside. 

Demonstrate the principle involved in the opera¬ 
tion of a pressure cooker, pressure tank, hydraulic 
jack, air brake, etc. 

Consider the danger involved in handling such 
equipment as: pressure cooker, etc. 


Follow the advice and direction of the local Civil 
Defense authorities. Practice drills should be 
held often enough to acquaint the pupils with 
procedures and to make automatic responses to 
the warning signal. 


Bulletins of information can be obtained from 
Civil Defense headquarters and should be studied 
in the classroom prior to drills. Make the drills 
a serious occasion. Be as realistic as possible. 


Have the class or some member of the class ex¬ 
amine a glass of water and note whether it has 
color, odor, or taste. This examination should 
prove that water is colorless, odorless, and taste¬ 
less. 

Water is composed of two parts of hydrogen and 
one part of oxygen and is written H20 by the 
scientist, A simple way to get water from hydro¬ 
gen and oxygen is to burn an ordinary wax candle 
under a covered glass or glass beaker. The candle 
is briefly a compound of hydrogen and carbon; 


113 


SUGGESTED REFERENCES 


41. General Science Made Easy, 1942, pp. 78-88. 

Parker, Bertha Morris, Water Supply and Sewage Disposal. Row, Peter¬ 
son and Co., Evanston, Mi. 

Science for Daily Life Use, 1940, pp. 92-93. 

Dowling, Thomas I., and others. Investigate Why. The John Winston 
Co., Chicago, 1953, pp. 73-110. 

Film: The New Frontier 16 mm 20 minutes 

Filmstrip: General Science: 

No. 11 Water 


42. ^Classroom Activities Relating to Natural Resources, 1952. 
**New Ideas in Science, 1946, pp. 316-324. 

Science for Daily Use, 1940, pp. 396-403. 

Films: Planning to Prosper 16 mm 20 minutes 

Permanent Farming 16 mm 30 minutes 

Filmstrips: Contour Furrows 

Control of Water Erosion 


*Wight, Edgar, Bureau of Indian Affairs, Department of the Interior, Wash¬ 
ington, D. C. 

**Craig, Gerald S., and Hyde, Margaret Oldroyd, Ginn and Co., Chicago. 


114 



GOAL 


LEVEL NINE 


SUGGESTED ACTIVITIES AND TECHNIQUES 


40. (Cont'd) 


and when it is burned^ the hydrogen unites with 
the oxgyen from the air and drops of water will 
collect on the gloss. 

Find out and discuss what makes water hard and 
how it can be softened. Stress the soap economy 
of softened water. 


41. Can trace and understand 
the distribution of water 
throughout the world. 



Students should gather information and get an 
understanding of the water cycle. Trace the water 
from the time it goes into the air through evapor¬ 
ation from lakes, rivers, and oceans; is condensed 
to form clouds; and returns as rain, snow, or hail 
to form ground and surface water. 

Have students name some of the creeks, rivers, 
and lakes in the community or area. 

Have students find out what happens to water 
when it returns to the earth. Water exerts pres¬ 
sure because of its weight and is constantly seek¬ 
ing its own level. 

Use two jars or glasses half-filled with water and 
place on different levels. By means of a small 
hose, siphon water from one to the other. Notice 
that water will not pass from lower to higher 
levels but will readily seek its own level when si¬ 
phoned from the jar to a lower level. 

Have the class observe through visual aids and 
field trips, how water is distributed for human 
consumption and crop production in areas where 
there is little, if any, rainfall. Be sure they know 
how the water, either at home or school, reaches 
the place where It is needed. Explain or have 
the students report on how a pump is used to ob¬ 
tain water from the ground. Be sure that students 
know why the rainfall is abundant in some re¬ 
gions and limited in others. 


42. Has some understanding 
of the principles of 
good soil management 
in his community. 


Study and observe by a field trip or visual aid 
material, some of the common soil management 
practices. These should include terracing, crop 
rotation, strip cropping, contour plowing, stubble 
mulch farming, water spreading, and others. Find 
out how these practices prevent erosion and in¬ 
crease crop production. 


115 



SUGGESTED REFERENCES 


42. (Confd) 

Strip Cropping 
Wind Erosion 
Soil Conservation Set 


43. Schneider, Herman, Everyday Machines and How They Work. Whittlesey 
House, McGraw-Hill Book Co., N. Y., 1950. 

Science for Daily Use. 1940, pp. 277-310. 

New Ideas in Science. 1946, pp. 139-169. 

Filmstrip: Aerodynamics: 

No. 2. The Complete Airplane 


44. Parker, Bertha Morris, Electricity. Row, Peterson and Co., Evanston, 
III., 1944. 

* Discovering Our World, Book III. 1947, pp. 122-132. 


* Beauchamp, Wilbur L., and others. Scott, Foresman and Co., Chicago, III. 


116 



GOAL LEVEL NINE 

SUGGESTED ACTIVITIES AND TECHNIQUES 

42. (Confd) 

Ask students to invite some qualified person to 
speak on land and its care in the area. 

Plant seeds in good and poor soil and observe 
their growth. 

Study land conditions on the local reservation or 
reservations and get suggestions as to how good 
soil management practices can be put into opera¬ 
tion. 

43. Understands the basic 
principles of complex 
machines. 

\ 

Have each member of the class construct a model 
of some complex machine, such as a wheel¬ 
barrow, model airplane, windmill, and scooter. In 
all of these models, be sure the student under¬ 
stands how force is applied to an advantage. Man 
uses machines for three purposes. 

1. To multiply his effort. 

2. To obtain a greater speed or to cover a greater 
distance. 

3. To change the direction of his effort. 

Demonstrate by means of a small wagon or other 
vehicle how much easier a given load can be 
moved by the aid of wheels. Remove the wheels 
and notice the increased effort because of fric¬ 
tion. 

Observe how complex machinery in the classroom 
operates. Examples: pencil sharpener, clock, etc. 
Take a field trip and list the various complex 
machines in use. Notice how much each one 
helps make work easier and displaces man-power. 

Students should remember these facts: 

1. Machines do not create work. 

2. Machines do not save work. 

3. Machines do make it possible for a small ef¬ 
fort to move a large object at the expense of 
distance. 

4. Machines can be made to produce a speed or 
distance advantage at the expense of force. 

44. Understands how 

electricity is generated 
and transmitted. 

Pupils should already have had the experience of 
generating and studying electricity. See Goals 
8, 21, and 22. An understanding of how electri¬ 
city is generated may be developed by again mak¬ 
ing and using the magnet. This develops the 


117 



SUGGESTED REFERENCES 


44. (Cont'd) 

General Science Made Easy, 1942, pp. 200-212, 

Films: Elementary Electricity 16 mm 10 minutes 

Water Power 16 mm 10 minutes 

Filmstrip: Fundamentals of Electricity Set 1-10. 


45. Discovering Our World, Book III, pp. 130-135, 
Everyday Living, Goals 52, 53. 

Everyday Science, 1946, pp. 397-410. 


46, You and Science. 1955, pp. 512-525. 

Parker, Bertha Morris, Sound. Row, Peterson and Co., Evanston, III., 
1944. 

New ideas in Science, 1946, pp. 258-280, 

Films: Sound 16 mm 10 minutes 

Sound Waves and Their Sources 16 mm 1 1 minutes 

Filmstrip: General Science: 

No. 10 Sound 


118 


GOAL 


LEVEL NINE 


SUGGESTED ACTIVITIES AND TECHNIQUES 


44. (Cont'd) 



concept that generators in power plants are also 
made of coils of wire and are big electric mag¬ 
nets. Visit the school and community power 
plants to observe generators in operation. Point 
out that the generators may be driven by wind, 
steam, gasoline, or water power. Use all types of 
visual aids possible. 

Use dry cell batteries connected to an electric bell 
to demonstrate how electricity travels through the 
wires. Use charts, films, and blackboard sketches 
to show how electric current travels. Connect an 
electric plate or an electric heater and watch the 
wires get red. Make a toy electric motor run. 
Make the motor run some other toy. Connect two 
telegraph sets. Send messages. 

Teach that electric waves can also be transmitted 
or radiated through space without wires; for ex¬ 
ample: radio broadcasting and receiving. This 
principle can be demonstrated by having two boys 
hold a ten or twelve-foot rope so that it is slack 
but does not touch the floor. The energy set up 
by one boy waving his hand is carried in waves 
through the rope to the other boy. 


45. Appreciates the power 
of electricity and 
shows respect for the 
danger resulting from 
improper use. 


Use good films and filmstrips to teach this goal. 

Have an electrician or some other qualified per¬ 
son place an exposed "live" wire on a piece of 
combustible material. Pupils can observe the heat 
and recognize the danger from an electric current 
and an exposed hot wire. 

Emphasize the danger of electric equipment and 
wires, and the danger of using electric switches 
or equipment during an electrical storm. 


46. Understands what Pupils touch violin, piano or tuning fork to feel 

makes sound. vibration. Put a cork on a drum and watch the 

cork move with the vibrations. Strike a tuning 
fork and hold It In water to see the waves caused 
by vibrations. Develop an understanding that 
sound waves travel in the air much like water 
when a stone is thrown into It, but sound waves 
travel too fast to be seen by the human eye. 

Find pictures that explain the voice box. Discuss 
how the voice may be more pleasing. Use rubber 
bands and a small wooden box without a lid to 
show the class how the pitch of sounds can be 
changed. 


119 




SUGGESTED REFERENCES 


47. Everyday Science. 1946, pp. 566-587. 
*Wonderworld of Science, Book VIII. 1948. 
General Science Made Easy, 1942. 

Films: Sound 16 mm 

On the Air 16 mm 


10 minutes 
10 minutes 


48. General Science Made Easy, 1942, pp. 256-267. 

Baker, Arthur O., and others. Dynamic Biology Today. Rand McNally 
and Co., Chicago, 1943, pp. 404-444. 


*Meister, Morris, and others. Charles Scribner's Sons, Chicago. 


120 



GOAL 


LEVEL NINE 


SUGGESTED ACTIVITIES AND TECHNIQUES 


47. Understands how Sound is caused by vibrations, and there must be 

sound travels. something to carry the sound to the ear. Sound 

cannot travel through empty space. Unlike light 
it can travel around corners. If a person around 
the corner is talking, he con be heard but not 
seen. 

Hang on alarm clock from the top of on empty 
bell jar. Remove the air from the bell jar. Notice 
that as the air is removed, the alarm con no long¬ 
er be heard. 

iDemonstrate sound vibration by the use of var¬ 
ious musical instruments. Notice how sound Is 
controlled. 

Study and get some understanding of "canned" 
sounds. Use tape recorder or record player to 
demonstrate. 

Get some understanding of how the radio, tele¬ 
graph, telephone, doorbell, wireless, and other 
sound-communication systems operate. Have 
the class observe the operation of these instru¬ 
ments. 


48. Finds out how plants 
and animals are affected 
by seasonal changes. 


Make a comparison of the seasonal changes in 
the area with that of other areas. Look at the 
weather temperature report in the local news¬ 
paper and notice the great variation. 

Have students extend their information of the 
principles which bring about seasonal changes. 
Be sure students know that seasonal changes are 
not due to weather but to the earth's position as 
it revolves around the sun. 

Secure a plot of ground and plant seeds, such as 
wheat and cotton. Investigate and discuss why 
certain plants grow better in some areas than in 
others. Be sure they understand what short and 
long growing seasons mean and how they deter¬ 
mine what can be grown in a certain area. 

Find out how plants may be protected against 
seasonal changes. Observe what happens when 
plants go unprotected on a frosty night. Explain 
how smudge pots are used in some areas to pro¬ 
tect plants against the weather. Use a "hot cap" 
to demonstrate its value in protecting plants in 
the early spring. 

Ask members of the class to discuss how animals 
prepare for the seasonal changes. Observe how 


121 


SUGGESTED REFERENCES 


49, Understanding Science, 1940, pp. 197-204. 

Underworld of Science, Book VII. 1948. 

General Science Made Easy, 1942, p. 306. 

Parker, Bertha Morris, Soil. Row, Peterson and Co., Evanston, III. 


50. General Science Made Easy, 1942, pp. 307-315. 

Classroom Activities Reloting to Natural Resources, 1952. 
Film; The River 16 mm 31 minutes 


51. Parker, Bertha Morris, and Holley, Clifford, Heat. Row, Peterson and 
Co., Evanston, III., 1948. 

General Science Made Eosy, 1942, pp. 113-127. 

Film: Distributing Heat Energy 16 mm 10 minutes 


122 


GOAL 


LEVEL NINE 


SUGGESTED ACTIVITIES AND TECHNIQUES 


48. (Cont'd) 

man protects animals against seasonal changes. 
Notice how animals protect themselves against 
seasonal changes (long hair growth). Have chil¬ 
dren find out how plants and animals, through se¬ 
lection and breeding, can now be grown success¬ 
fully in larger areas. 

49. Recognizes sand, 
clay, and loam 
soils. 

Secure authentic samples of clay, loam, and san¬ 
dy soils. Ask members of the class to bring in 
soil samples from their homes or the area around 
the school. Notice that all soils are combinations 
of clay, loam and sandy soils. 

Find the composition of heavy and light soils. By 
means of a lamp chimney have students experi¬ 
ment with the various types of soil. Test which 
soil is the most porous and how much water it will 
hold. To perform this experiment, have students 
cover the bottom of the lamp chimney with cloth 
and fill to within a few inches of the top with 
several types of soil. Be sure that an equal 
amount of soil Is put in each chimney. Pour equal 
amounts of water in each chimney and time how 
long it takes to permeate each type of soil. Weigh 
the water at the beginning and after it has passed 
through the soil. The results will easily demon¬ 
strate the water-holding capacity of light and 
heavy soils. 

50. Knows how to improve 
soil to increase pro¬ 
duction. 

Class visits school farm or privately owned farm 
to find out how the soil is kept productive. Ex¬ 
amine and learn about common types of organic 
and inorganic fertilizers. 

Find and list common types of fertilizers. 

Invite local farm agent or soil-and-moisture ex¬ 
pert to talk to class on soil improvement and con¬ 
servation. 

See and study motion pictures, filmstrips, and 
charts on this subject. These can be obtained 
from the Department of Agriculture. 

51. Understands how heat is 
transferrred. 

Develop the concept of heat transmission by con¬ 
duction, convection, and radiation. 

a. To demonstrate the principle of conduction, 
heat the end of an iron rod and notice how the 


123 


SUGGESTED REFERENCES 


52. Discovering Our World, Book III, 1947. 

Porker, Bertha Morris, Light. Row, Peterson and Co., Evanston, III., 
1949. 

General Science Mode Easy, 1942, p. 173. 

Film: Television 16 mm 10 mirtutes 


GOAL 


LEVEL NINE 


SUGGESTED ACTIVITIES AND TECHNIQUES 


51. (Cont'd) 

heat travels along the length of the rod either 
by touch (carefully, so student does not burn 
hand) or by placing thermometers at various 
points on the rod. Call upon the class for other 
examples of heat by conduction. 

b. Convection is the transfer of heat from hotter 
to colder bodies by means of moving liquid or 
gas. Take the temperature of the room at the 
floor level and at the ceiling level. Unequally 
heated masses of air form a convection cur¬ 
rent. 

c. Learns that the heat from the sun reaches the 
earth through radiation. Have student experi¬ 
ence how heat from the sun warms the body. 
Notice how the temperature changes when 
students move to a shady area. 

52. Understands how light 
travels. 

Learn that light is transmitted by waves, similar 
to water waves, or by particles similar to a mov¬ 
ing arrow or bullet. 

Find out that light can pass through some mate¬ 
rials so well that one can see clearly through 
those materials. These materials are transparent; 
good examples are glass; clear, still water; and 
air. 

Find out that when materials allow some light to 
pass through, they are translucent. Examples: 
frosted glass and oiled paper. 

Find out that materials which do not permit any 
light transmission are opaques. Examples: wood, 
rock, steel, and cardboard. 

Develop some understanding of how a camera, 
movie projector, magnifying glass, television, and 
a microscope operate in relation to light. Dem¬ 
onstrate the use of these machines wherever pos¬ 
sible. 

Have a member of the class hold a prism in the 
sunlight and notice the band of rainbow colors. 
(If enough prisms are available, the entire class 
can participate.) Sunlight is composed of the 
following colors: violet, blue, green, yellow, or¬ 
ange, and red. Sometimes indigo is included. 
Make a color wheel; turn it rapidly. Notice that 
when it spins rapidly enough, a white color shows. 


125 





SUGGESTED REFERENCES 


53. Carroll, Franklin, Understanding the Universe. John C. Winston Co., 
Chicago, 1952, pp. 295-302. 

Lewellen, John, Primer of Atomic Energy. S. R. A., Inc., 1952. 

United States Civil Defense, Basic Course for Civil Defense. U. S. 
Government Printing Office, Washington 25, D. C., 1955. 

Film: The Atom 16 mm 10 minutes 

Filmstrip: Chemistry Set II: 

1. Structure of the Atom 


54. Science for Modern Living, 1951, pp. 588-606. 
You and Science, 1955, pp. 371-384. 


I 


126 


GOAL LEVEL NINE 

SUGGESTED ACTIVITIES AND TECHNIQUES 

53. Has some understanding 
of atomic energy. 

Have pupils gather Information from newspapers 
and other sources on atomic energy. Discuss how 
atomic power can be used to help as well as de¬ 
stroy man. 

Invite the local Civilian Defense Officer to ex¬ 
plain the program and tell how one can be pro¬ 
tected against atomic blasts. Secure printed ma¬ 
terial from this agency and put into practice its 
many suggestions. 

Have pupils participate in an atomic raid drill. 

54, Knows how science has 
made more food available. 

The student may take some food product in the 
community and learn how science has improved 
its quantity, quality, production, and distribution. 
He may consult many specialists in the field, take 
trips, and study about the men who have made 
valuable contributions in these fields. 







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•at 20 VIsw ^o^ypH bl btMU :>imoJc 

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-x 9 ot lyaiVi'O noilfV* j> tODol B/*it stiv^f 

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•oiY^ tafhixj 3-tuD9f? .stEDUi D»moto r«^m.'QO bM.»t 
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enoft-^aepuz ynom 

.llhb bioi aJmolo no ni atoqoit-ioq aJiqwq ©voH 


a.it ni tauboiq boo^ o^iol vom )nobut< oriT 
bavoiqmf eori aonaoa wori moot bno vlinuinmo:) 
rwiturinteib bno ^noitouboiq »y 1 iIoup ^ylitnoup ali 
a^iot orb ni alailotoeqa ynom liuanoo yon oH 

9bom ovori oHw nam orit tuodo ybutz bno ,2qnt 
.ibi'iri oaorit ni anoitodiitnoD olcloulov 


unibnot^ioonu amo? coH 
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aoH ODnoioe wori aworiX 
.oldoi'ovp b:w^ oiont abo.'^- 



GOALS 


LEVELS SEVEN, EIGHT, AND NINE 


HEALTH 


SUGGESTED REFERENCES 


1. * ** *** **** For Healthful Living, 1950, p. 19. 

**Everyday Living, Goal 22. 
***Adventures in Living, 1954, pp. 21-61. 


2. Jones, Edwina, and others. Good Health for Better Living. Laidlaw Bros., 
2121 Staunton Court, Palo Alto, Calif., 1951, pp. 291-297. 
Brownell, Clifford and others. Living and Doing. American Book Co., 
N. Y., pp. 291-297. 

****You're Growing Up, Chicago, 1950, pp. 291-297. 

Film: Defense Against Invasion 16 mm 12 minutes 


3. *****Youond Your Health, 1953, pp. 136-142. 

You're Growing Up, 1950, p. 183. 

Everyday Living, Goals 8, 9. 

Films: Trail to Health 16 mm 20 minutes 

Tuberculosis 16 mm 11 minutes 

Filmstrips: T. B. Facts 

T. B. What It Is and What To Do About It 
Note: See Sample Unit, Supplement D. 


4. You're Growing Up, 1950, 
Films: Trail to Health 
Tuberculosis 
This Is T. B. 


pp. 172-173; 177-183; 216-217. 
16 mm 20 minutes 

16 mm 11 minutes 

16 mm 10 minutes 


5. Adventures in Living, 1954, pp. 125-133. 

You're Growing Up, 1950, pp. 36-37; 47; 66; 198; 207; 208; 211. 
For Healthful Living, 1950, p. 15. 

Everyday Living, Goal 2. 


*Jones, Edwina, Laidlaw Bros., 2121 Staunton Court, Palo Alto, Calif. 

**Bureau of Indian Affairs, Dept, of the Interior, Washington, D. C. 

***0'Keefe, Pattric Ruth, and Maxwell, Cyrus H., John C. Winston, Chi¬ 
cago. 

****Shacter, Helen, and others, Scott, Foresman and Co., Chicago. 

*****Burkhard, William E., and others, Lyons & Carnahan, Chicago. 


130 



GOAL LEVEL SEVEN 


SUGGESTED ACTIVITIES AND TECHNIQUES 


1. Understands the relation¬ 
ship of health to athletic and 
other recreational activities. 


2. Knows what immunizations 
he gets regularly and why 
they are given. 


3. Knows the relationship of 
rest and good food in the 
cure of tuberculosis. 


4. Understands that early 
stages of tuberculosis 
can be cured. 


5. Understands the need for 
a yearly physical examina¬ 
tion. 


Ask coach, nurse, or public health consultant to 
talk on this subject. Use charts and articles from 
papers and magazines about importance of good 
health to success in physical development. 


Have group visit the health authorities or hospital 
staff to obtain this information. Have student 
keep his own record and take part in class discus¬ 
sion. 


Use visual aids, such as film strips, charts. X-ray, 
and motion pictures. 


Continue to stress the importance of the X-ray to 
discover early tuberculosis (Goal 26-a, Level Six). 
Some understanding of how X-rays are made may 
prove helpful in creating interest in having a 
yearly X-ray. 

Pupil should be taken more into confidence of 
doctor or nurse who conducts the examination. 

Point out that we have regular check-ups on auto¬ 
mobiles to find and eliminate defects before they 
become serious. We should be even more con¬ 
cerned about the human body and have regular 
physical check-ups. 


Pupil should learn that it is economically sound 
to have regular examinations instead of waiting 
until III to consult a doctor. 


131 


SUGGESTED REFERENCES 


6. *Kirksnclall, Lester A., Helping Children Understond Sex (a pamphlet). 
S. R. A., Chicago, 1952, 

Kirkendall, Lester A., Understanding Sex (a pamphlet). S. R, A. 
Chicago, 1950. 

You're Growing Up, 1950, pp. 6-48. 

Neugarten, Bernice L., How You Grow (a pamphlet). 

Adventures in Living, 1954, pp. 10-20. 


7. You're Growing Up, 1950, pp. 187-188; 217. 

Everyday Living, Goals 2, 4. 

Meredith, Florence L., and others. Health and Fitness. D. C. 
Health and Co., Boston, Mass., 1953, pp. 219-226. 

Film: The Teeth 16 mm 10 minutes 

Filmstrips: Dental Health: 

1. Your Teeth and Your Health 

2. Dental Health for Young Americans 


8. You're Growing Up, 1950, pp. 187-188; 217. 

Everyday Living, Goal 2. 

You and Your Health, 1953, pp. 224-231. 

Film: The Enemy of Your Eyes (trachoma) 16 mm 12 minutes 
Filmstrips: The Eyes and Their Care 
Human Body. Series I 


9. Everyday Living, Goals 19,56. 

Clemensen, Jessie Williams, and LaPorte, William Ralph, Your Health 
and Safety. Harcourt, Brace and Co., Inc,, 1952, pp. 310-313, 


10. You're Growing Up, 1951. 
Everyday Living, Goals 19, 56. 


11. Everyday Living, Goals 29, 48, 

Your Health and Safety, 1952, p. 337. 


*Science Research Associates, 57 W. Grand Avenue, Chicago. 


132 



GOAL LEVEL SEVEN 

SUGGESTED ACTIVITIES AND TECHNIQUES 

6. Understands the physical 
changes of puberty. 

The doctor or nurse should help the teacher in¬ 
itiate this subject and make recommendations 
and provide subject matter. Visual aids ap¬ 
proved by local authorities will prove helpful. Use 
charts and life-size models. Show films such as 
Life and Growth, after first obtaining approval 
and cooperation of parents and community lead¬ 
ers. 

7. Visits a dentist twice a 
year. 

Stress the importance of good oral hygiene. Pupil 
should have acquired the habit of brushing his 
teeth at least once a day. 

Have students study the structure of the tooth 
and how decay begins. Use charts and films. 


8. Has a regular eye check. 

Use Snellen or some similar test for acuity of vi¬ 
sion in the classroom. In cases where there are 
signs of eye strain or defects, health officials 
should be consulted. 


9. Understands that all ex¬ 
periences are not pleasur¬ 
able. 

Point out that we can learn from each new experi¬ 
ence. Many day-by-day experiences are not 
pleasurable but must be met and dealt with to the 
best of our ability. 

10. Knows that running away 
does not solve his problems. 

Help the child to face reality by providing indi¬ 
vidual counselling and guidance service. Let him 
talk over his problem and help him find a solu¬ 
tion. Select stories that are appropriate for him 
to read and discuss with others. Set up a problem 
he can solve successfully. 

11. Knows how to use a public 
restroom. 

Arrange for pupils to visit a public restroom, see 
the facilities, and learn how to use them proper¬ 
ly. Service station attendants may be helpful in 
assisting with this study. 

If a public restroom is not available, use local 
toilet facilities. 


133 





SUGGESTED REFERENCES 


12. Red Cross First Aid Text-Book 

Films: First Aid 16 mm 

Help Wanted 16 mm 


11 minutes 
34 minutes 


13. Your Health and Safety. Harcourt, Brace and Co., Chicago, 111.^ 
pp, 490-491. 


1952, 


GOAL LEVEL SEVEN 


SUGGESTED ACTIVITIES AND TECHNIQUES 


12. Knows what should go into 

0 first aid kit. 

Students should become acquainted with the first 
aid kit equipment. A first aid kit should be 
opened and shown to the class with an explana¬ 
tion of how each item should be used. The kit 
should contain the following items: 

Band-aids, 3-inch sterile gauze squares, assorted 
sterile bandage compresses, sterile absorbent cot¬ 
ton, triangular bandages, 36-inch sterile squares, 
a tube of good burn ointment, mild iodine, in¬ 
elastic tourniquet, scissors and forceps, 1- and 2- 
inch roller bandages, roll of IV 2 inch adhesive 
tape, paper cups, wire or thin board splints, ster¬ 
ile castor oil or mineral oil for use in the eyes, 
aromatic spirits of ammonia, and a bottle of Mer- 
thiolate. 

13. Knows what to do for minor 
cuts and burns. 

Students should know that the important thing in 
minor cuts is to avoid possible infection. A class 
demonstration should be given on how to wash 
wounds and apply antiseptics. Sterile gauze and 
cleanliness should be emphasized. Student should 
realize that puncture wounds caused by rusty 
nails, splinters, and other sharp objects are par¬ 
ticularly dangerous and contain germs. Students 
should learn three kinds of burns: first, second, 
and third degree burns and what to do for them. 


135 


SUGGESTED REFERENCES 


14. * Into Your Teens, 1951, pp. 17-23; 61-65. 

Everyday Living, Goals 18-19. 

Jenkins, Gladys Gardner, and others. Teen-agers, Scott, Foresman 
and Co., Chicago, 1954, pp. 64-99. 


15. Into Your Teens, 1951, pp. 210-222. 

Everyday Living, Goal 1. 

Meredith, Florence L, and others. Health and Fitness. D. C. 
Heath and Co., Boston, Mass., 1953, pp. 255-264. 


16 ** *** Red Cross Home Nursing, School Edition, 1948, pp. 261-276. 

Jones, Edwina, Good Health for Better Living. Laidlaw Bros., 2121 
Staunton Court, Palo Alto, Calif., 1951, pp. 157-170. 
***YourHeolthond Safety, 1952, pp. 373-380. 


17. Burkhard, William E., and others. Good Health for All. Lyons and 
Carnahan, Chicago, 1953, pp. 77-81. 

Your Health and Safety, 1952, pp. 493-494. 

Films: The Winged Scourge 16 mm 10 minutes 

The Mosquito 16 mm 10 minutes 


18 . 


Into Your Teens, 1951, pp. 105-108; 226-229. 

Everyday Living, Goal 7. 

Films: How To Be Well Groomed 16 mm 
Human Body 16 mm 

Joan Avoids a Cold 16 mm 

Filmstrips: Human Body, Series I: 

3. Digestion of Food 

4. Core of the Feet 

5. Foods and Nutrition 
Good Health: 

1. You and Your Clothes 


10 minutes 
10 minutes 
10 minutes 


19 . 


Red Cross Home Nursing, School Edition, 1948. 

National Tuberculosis Association, What You Need to Know About T. B. 
(Leaflet). National Tuberculosis Association, 790 Broadway, N. Y. 19, 
1948. 


YouYe Growing Up, 1950, 
Films: Trail to Health 
Tuberculosis 


pp. 174-183. 
16 mm 
16 mm 


20 minutes 
11 minutes 


20. Everyday Living, Goal 2. 


*Shacter, Helen, and others. Scott, Foresman and Co., Chicago. 

**Trott, Lona L., The Blakiston Co., Philadelphia, Pa. 

***Clemensen, Jessie Williams, and La Porte, William Ralph, Harcourt, 
Brace and Co., N. Y. 


136 



GOAL LEVEL EIGHT 


SUGGESTED ACTIVITIES AND TECHNIQUES 


14. Recognizes that personal 
growth can be achieved 
through learning from his 
own mistakes. 


Pupils should begin to analyze and talk about 
their own mistakes in terms of self-improvement. 
Students should learn to accept and profit from 
constructive criticism. 


15. Understands the relation¬ 
ship of health to happiness. 


It should be made clear to pupils that mental un¬ 
rest as well as physical disturbance affect them 
and are closely related. 


16. Knows the symptoms of the 
most prevalent diseases. 


Invite the school doctor or nurse to visit the class 
and talk to the group. Show health films. Use 
reference material to find information. Make 
charts and posters. 


17. Kriows what to do for Have students learn the most common venomous 

poisonous bites. animals, such as insects, black widow spider, 

scorpions, Gila monster, poisonous snakes, mites, 
and ticks. Use visual aids, such as pictures, films, 
and filmstrips to show these animals and their ef¬ 
fect on our health. 


18. Knows the relationship 
of rest, good food, and 
proper clothing to health. 


Prior to this level, the pupil has practiced simple 
health rules. At this level, he needs to realize 
the importance of rest, good food, and proper 
clothing in keeping healthy. Use charts and other 
visual aids. 


19. Knows the precautions 
necessary in preventing 
tuberculosis. 


I 


Ask medical personnel to exhibit X-ray films and 
point out cases of tuberculosis in various stages. 

Discuss the dangers of contacts with tubercular 
cases. Demonstrate the procedure in carrying out 
precautionary measures. 


20. Has some understanding of 
the information on his 
health record. 


Ask a nurse or physician to go over the health 
record form carefully with the class. Discuss 
reasons for items which are included on the form. 


137 




SUGGESTED REFERENCES 


21. * A Sound Body, 1947, pp. 127-238. 

Info Your Teens, 1951, pp. 235-236. 

Everyday Living. 

Film: Eyes for Tomorrow 16 mm 20 minutes 


22. info Your Teens, 1951, pp. 242-244. 

Everyday Living. 

Film: YourTeefh 16 mm 10 minutes 
Filmstrip: Human Body, Series I: 

2. TheTeefh 


23. Info Your Teens, 1951, pp. 20-23; 80-86; 93-95; 

Everyday Living. 

O'Keefe, Pattric Ruth, and others. Wider Horizons. 
Co., 1954, p. 201. 


140-147. 

John C, Winston 


24. Info Your Teens, 1951, pp. 20-23; 80-86; 93-95. 

Landis, Judson T., and Landis, Mary G., Building Your Life. Prentice- 
Hall, Inc., N. Y., 1954, pp. 74-84. 

Films: Control Your Emotions 16 mm 131/2 minutes 

Understand Your Emotions 16 mm 13V2 minutes 


25. A Sound Body, 1947, pp. 23-44. 

Into Your Teens, 1951, pp. 10-12. 

For Healthful Living, 1954, pp. 90-115. 


^Charters, W. W., and others. The Macmillan Co., N. Y. 


138 



GOAL LEVEL EIGHT 

SUGGESTED ACTIVITIES AND TECHNIQUES 

21, Follows Instructions for 
the proper core of his 
eyes. 

Discuss the necessity for periodic testing of vision. 

Investigate the relationship of vision to accidents. 

Discuss proper care of the eyes, prevention oi eye 
fatigue, and use of prescribed glasses. 

22, Realizes the value of 
regular dental examin¬ 
ations. 

Discuss what the dentist is looking for during his 
check-up. Discuss the purpose of dental X-rays. 

Ask dentist to exhibit and explain dental X-ray. 

23, Understands the emotional 
changes brought about by 
physical changes at pu¬ 
berty. 

It will be desirable to keep the parents informed 
and obtain their consent before showing any 
movies on this subject, especially with mixed 
groups of boys and girls. Close cooperation with 
the doctor and the nurse is advisable. 

24, Shows growth in ability 
to control his emotions 
in many situations. 

Help the pupil to analyze his own behavior in 
many situations with a view toward self-control 
and improvement. 

At this level pupils should understand the Inter¬ 
dependence of the parts of the body. They must 
understand that good health is dependent on 
proper functioning of all parts of the human 
body. Use diagrams drawn on the blackboard. 

25. Knows the parts of the 
digestive system. 

Use visual aids, such as film strips, motion pic¬ 
tures, and torso models. Visit slaughter houses 
on the farm where butchering of animals takes 
place and see the various organs and bones of an 
animal's body. Use a microscope to study cellu¬ 
lar structure and circulation of blood in the skin. 
(Use skin of live frog.) 


139 


SUGGESTED REFERENCES 


26. A Sound Body, 1947. pp. 93-102; 117-119. 

Into Your Teens, 1951, pp. 10-11; 215-229. 

Film: Mechanisms of Breothing 16 mm 10 minutes 


27. Your Health and Sofety. Harcourt, Brace and Co., Chicago, 1952, 
pp. 491-493. 

Meredith, Florence L, and others. Health and Fitness. D. C. 

Heath and Co., Boston, 1953, pp. 30-31. 

Jones, Edwina, and others. For Healthful Living. Laidlaw Bros., 2121 
Staunton Court, Palo Alto, Calif., 1954, pp. 208-210. 

Filmstrip: First Aid: 

3. Use of Artificial Respiration 


140 


GOAL LEVEL EIGHT 


26. Understands the res¬ 
piratory system and 
how to care for it. 


27. Knows how to administer 
artificial respiration. 


SUGGESTED ACTIVITIES AND TECHNIQUES 


Same as Goal 25. 

Also consider fresh air and sunshine. 


Students should know that suspended breathing 
may be the result of drowning or electric shock. 
A class demonstration should be given, showing 
the method used in artificial respiration. Films 
and filmstrips can be shown In conjunction with 
the demonstration. 

The following points should be covered in the 
demonstration: 

1. The victim first must be resuscitated. (Often 
the heart is still beating for some minutes 
after breathing stops. These minutes must 
be used to attempt to start breathing.) 

2. Artificial respiration must begin at once and 
be continued until the individual is breathing 
of his own accord or a physician declares the 
heart has ceased to beat. 

3. Artificial respiration Is also needed for certain 
types of poisoning, especially for gas poison¬ 
ing. 


Ml 


SUGGESTED REFERENCES 


28. Shacter, Helen, and others. Into Your Teens. Scott, Foresmon and Co., 
Chicago, 1951, pp. 10-11; 215-219; 220-221. 

Film: Heart and Circulation 16 mm 11 minutes 

Filmstrip: Human Body, Series I: 

1. First Aid for Bleeding and Shock 


29. *Good Health for All, 1953, p. 231. 

Jones, Edwina, and others. Good Health for Better Living. Laidlaw 
Bros., 2121 Staunton Court, Palo Alto, Calif., 1951, pp. 246-249. 
Filmstrip: First Aid: 

1. First Aid for Bleeding and Shock 


30. Charters, W. W., and others, A Sound Body. The Macmillan Co., N. Y., 
1947, pp. 287-300. 

Everyday Living. 

Good Health for All, 1953, pp. 291-307. 


31. National Tuberculosis Association, What You Need to Know About T. B. 
(leaflet). National Tuberculosis Association, 1790 Broadway, N. Y. 19. 
National Tuberculosis Association, Your Chest X-Roy Project (leaflet). 
Films: The Indian Sanitarian Will Help You 16 mm 10 minutes 

Defense Against Invasion 16 mm 10 minutes 


*Burkhard, William E., and others, Lyons & Carnahan, Chicago. 


142 



GOAL LEVEL NINE 

SUGGESTED ACTIVITIES AND TECHNIQUES 

28. Understands something of 
the circulatory system and 
its functions. 

Student should know major organs of the system 
and the major function of each organ. Study 
charts, make diagrams, and use visual aids. 

Stress the interdependence of the digestive sys¬ 
tem on the circulatory system. 

29. Knows what to do for 
bleeding. 

Students should learn the difference between ar¬ 
terial and velnal bleeding. Bleeding from arter* 
ies is in spurts, and veinal is a steady flow. 

Students should practice on each other, using 
pressure upon the wound. Students are shown 
certain pressure spots where pressure may be ap¬ 
plied to control bleeding from arteries. They are 
also shown how to apply a tourniquet, or band, to 
a limb if such should be necessary. 

Students should learn not to leave a tourniquet on 
a limb too long, since this may cause the tissues 
beyond it to die. Students should learn what to 
do in case of a nose bleed. Firm pressure against 
the upper lip just under the nose will usually serve 
as a check. 

30. Understands something about 
the nervous system and how 
to care for it. 

Show the relationship of the nervous system to 
our environment. Stress the use of the nervous 
system as a means of communication within the 
body. Stress the need of rest, relaxation, and con¬ 
trol of emotions in connection with the proper 
function of nerves. Discuss undesirable prob¬ 
lems which may stem from improper rest and 
sleep. Show the connection between mental 
problems and a weak nervous system. 

31. Participates in the health 
programs, such as immuniza¬ 
tion, infantile paralysis, 
tuberculosis, etc. 

It Is essential for the pupil to know the purpose of 
such programs and how he can help. If funds 
are collected, he should know how and where the 
money is spent. He can participate by being 
immunized or having an X-ray. He can partici¬ 
pate in other types of health programs, such as 
the Cancer Fund and the Red Cross drives. 


143 


SUGGESTED REFERENCES 


32. Rokahr^ Mary (ed.), Poster in Housework (pamphlet). AIS No. 83 
U. S. Department of Agriculture, Washington, D. C. 

Everyday Living. 

*You and Your Health, 1953, pp. 178-189. 

O'Keefe, Pattric Ruth, and Maxwell, Cyrus H., Adventures in Living. 
John C. Winston Co., Chicago, 1954, pp. 91-94; 127-128. 


33. Shacter, Helen, and others. You're Growing Up. Scott, Foresman and 
Co., Chicago, 1950, pp. 214-215. 

You and Your Health. Lyons and Carnahan, Chicago, 1953, pp. 266- 
277. 

Filmstrips: Alcohol and Narcotics: 

3 and 4 


34. * ** *** **** Understanding Health, 1950, pp. 442-447. 

National Tuberculosis Association, What You Need to Know About 
T. B. (leaflet). National Tuberculosis Association, 1790 Broadway, 
N. Y. 19. 

***Red Cross Home Nursing, School Edition, 1948, pp. 51-53; 177. 
National Tuberculosis Association, Your Chest X-Ray Project (leaflet). 

Everyday Living, Goals 2, 8. 

Films: Let My People Live 16 mm 14 minutes 

The Inside Story (T. B.) 16 mm 14 minutes 


35. Understanding Health, 1950. 

Everyday Living, Goal 2. 

Red Cross Home Nursing, School Edition, 1948. 


36. Understanding Health, 1950, pp. 67-75. 
Everyday Living, Goals 2, 4. 

Film: About Faces 16 mm 10 minutes 


37. Understanding Health, 1950, pp. 162-181. 
****Teen-Agers, 1954, pp. 161-165. 

Films: Your Eyes 16 mm 11 minutes 

How the Eye Functions 16 mm 11 minutes 


*Burkhard, William E., and others, Lyons and Carnahan, Chicago. 

**Goldberger, I. H., and Hallock, Grace T., Ginn and Co., Boston, Mass. 

***Trott, Lona L., The Blakiston Co., Philadelphia, Pa. 

****Jenkins, Gladys Gardner, and others. Scott, Foresman and Co., Chicago. 


144 



GOAL LEVEL NINE 

SUGGESTED ACTIVITIES AND TECHNIQUES 

32. Understands that good health 
and good posture are closely 
related. 

Discuss and demonstrate correct points of good 
posture. Have a posture check by a nurse or 
health instructor. Adjust desks to fit each stu¬ 
dent. Make good posture habitual. Have a 
school-wide walking and posture contest. 

33. Knows why the use of 
narcotics should be 
avoided. 

The dangers and effects of opium, morphine, 
heroin, cocaine, marijuana, and nicotine should 
be studied. The class may make an inventory of 
what they already know about the subject. Se¬ 
lect comrnittees to check the accuracy of this in¬ 
ventory with authoritative sources. View educa¬ 
tional films on the subject. Prepare and give an 
assembly skit. Write letters for information. 
Make posters. Perform experiments with some 
of the lower forms of life. 

34. Has some understanding of 
the methods of tuberculosis 
treatment. 

Ask medical personnel to lead a discussion of 
the more common methods of treating tubercu¬ 
losis. 


35. Understands why the yearly 
physical examination con¬ 
tributes to community 
health. 

Explain and discuss why the yearly physical ex¬ 
amination is important not only to the Individual 
but also to the community. 

Discuss sanitary measures used in medical cen¬ 
ters and reasons for these precautions. 

36. Understands the benefits 
of good teeth. 

Discuss the health and social advantages of good 
teeth. Collect and compare pictures of people 
with good teeth and poor teeth to show effect of 
teeth on appearance. 

Consult school dentist for Information and assist¬ 
ance in teaching this goal. 

37. Has some understanding 
of the common defects 
of the eye. 

Discuss the common visual defects which may be 
corrected with glasses. Compare the correction 
of vision with the focusing of a camera on a pro¬ 
jector. Make wall charts showing eye defects. 


145 


SUGGESTED REFERENCES 


38. Understanding Health, 1950, pp. 222-233. 
"^Building Your Life, 1954, pp. 236-255. 


39. Understanding Health, 1950, pp. 235-237. 
Everyday Living, Goals 18, 19. 


40. Understanding Health, 1950, pp. 103-104; 222-238. 
Everyday Living, Goals 19, 56. 

Building Your Life, 1954, pp. 239-240. 

Teen-Agers, 1954, pp. 214; 227-231. 


41. O'Keefe, Pottric Ruth, and others. Wider Horizons. John C. Winston 
Co., Chicago, 1954, pp. 114-127. 

Film: Attitudes and Health 16 mm 10 minutes 


42. O'Keefe, Pottric Ruth, and Maxwell, Cyrus H., Adventures in Living. 
John C. Winston Co., Chicago, 1954, pp. 171-172. 

Film: First Aid 16 mm 11 minutes 

Filmstrips: First Aid: 

1. Your Responsibility in First Aid 

2. Transportotion of the Injured 


43. Rokohr, Mary (ed.). Posture in Housework (pxamphlet). AIS No. 83 
U. S. Department of Agriculture, Washington, D. C. 


*Landls, Judson T., and Landis, Mary G., Prentice-Hall, Inc., N. Y. 


146 



GOAL LEVEL NINE 

SUGGESTED ACTIVITIES AND TECHNIQUES 

38. Assumes some responsi¬ 
bility for working out 
his own problems. 

The student should have begun to find himself 
by now. He should have a fairly logical approach 
to his problems, deciding what are his alterna¬ 
tives and trying to choose the best one. The 
teacher may help with a group project in working 
out approaches to teenage problems in general. 

39. Acts os o counsellor to 
others who need help. 

The student may serve as a counsellor in the 
classroom or dormitory. Often the teacher or ad¬ 
visor enlists the help of a student, talking the 
problem over with him and helping him to plan 
an approach. 

40. Talks freely about his 
personal problems with 
his teachers or advisors. 

The student should feel that his teacher or od- 
visor is his friend. If he talks freely, his prob¬ 
lems become less serious. He should establish 
this as one of the techniques that he will use in 
solving problems. The older person must strive 
to develop a rapport between himself and the stu¬ 
dent. 

41, Knows that undesirable 
thoughts such as hate, 
anger, revenge, worry, 
and fear may cause poin, 
nervousness, loss of 
weight, and digestive 
disturbances. 

The student may study the effects of the gland 
secretions and his emotional stability. He should 
learn to avoid strenuous exercise or emotional 
upsets before a meal and during o meal. He 
should watch his weight chart and try to find the 
causes for his loss of weight. He can learn to 
put his worries out of his mind, at least tempor¬ 
arily, by keeping busy with his hobby, work, or 
active play. 

42. Knows how to care for 
a person who is un¬ 
conscious. 

Students should understond that there are many 
causes of unconsciousness, such as injuries to the 
brain, severe bleeding, sunstroke, poisoning, as¬ 
phyxiation, sickness, apoplexy, diabetes, epilepsy, 
heart failure, shock, and drunkenness. Students 
should learn to keep the victim's head low if his 
face is pale, and slightly raised if his face is 
flushed. 

43, Strives to practice 
good posture In 
sitting, walking, and 
standing. 

Have student select proper chair and desk. Have 
him practice walking with a book on his head. 
Show f i Ims on good posture. Have the class work 
out a check list for good posture. Each student 


147 


SUGGESTED REFERENCES 


43. (Cont'd) 

Everyday Living, Goals 1, 2. 

Films: Posture and Exercise 16 mm 10 minutes 

Posture Habits 16 mm 10 minutes 


44. Bauer, W. W., and Dukelow, Donald, What You Should Know About 
Smoking and Drinking. Junior Life Adjustment Booklet, S.R.A., 1955. 
McCarthy, Raymond G., Facts About Alcohol. Life Adjustment Book¬ 
let, 1951. 

Understanding Health, 1950. 

Everyday Living, Goal 56. 

Building Your Life, 1954, pp. 256-271. 

Film: Alcohol and the Human Body 16 mm 10 minutes 
Filmstrip: Alcohol and Narcotics: 

1 and 2 


148 


SUGGESTED ACTIVITIES AND TECHNIQUES 


tGOAL LEVEL NINE 


43. (Cont'd) may evaluate posture of each member of the 

class, using this check list with or without the 
names of those evaluated being revealed. The 
study of this evaluation should do a great deal to 
make the class posture-conscious. 


44. Knows how to cope with 
the problem of alcohol 
and other habit-forming 
drugs. 


An intensive study is suggested. Appoint com¬ 
mittees to use available references and other 
sources of information to obtain factual material 
for reports on the effects of alcohol and narcotics 
on the following social and economic problems: 

1. Unhappy family life, improper guidance of 
children, inadequate or poor vocational guid¬ 
ance, broken homes, poverty. 

2. Automobile accidents, industrial accidents. 

3. Delinquency and crime. 

4. Economic loss through inefficient workman¬ 
ship, lower output of work, underdeveloped 
and unused talents and skills, destruction of 
property. 

5. The history and methods of the work of Alco¬ 
holics Anonymous (Box 459, Grand Central 
Annex, New York 17, N. Y.). 

View and discuss educational films on the sub¬ 
ject. 


NOTES 


150 


GOALS 


LEVELS SEVEN, EIGHT, AND NINE 


VOCATIONS 


It should be understood that these Minimum Essential Goals are to be 
used for both boys and girls. Specific goals which apply to only boys or girls 
are vocational goals and are listed in the curriculum of a specific vocational 
department. 


SUGGESTED REFERENCES 


1. *lnto Your Teens, 1951, pp. 228-229, 

Harris, Florence L, and Kauffman, Treva E., Young Folks ot Home. 
D. C. Heath and Co., Boston, 1953, pp. 64-65. 

Jupo, Frank, Nothing to Eat but Food. Aladdin Books, N. Y., 1954 
Films: What makes Us Grow? 16 mm 9 minutes 

Your Food 16 mm 13 minutes 


2. Everyday Living, Goal 9. 


3. ** *** Sharing Family Living, 1951, pp. 193-196. 

Greer, Carlotta C., Your Home and You. Allyn and Bacon, Chicago, 
1948, pp. 310-316. 

Film: Good Table Manners 16 mm 10 minutes 
Filmstrips: Manners Make a Difference: 

1, Why Have Good Manners? 

3. Table Manners 


4. Everyday Living, 1950, pp. 143-146. 

***Baxter, Laura, and others. Our Home and Family. J. B. Lippincott 
Co., Chicago, 1952, pp. 39-43. 


5. Hark, Mildred, Make Your Pennies Count, S.R.A., 1952. 

Lasser, J. K., and Porter, Sylvia F., Money and You, S.R.A., 1949. 


*Shacter, Helen, and others, Scott, Foresman and Co., Chicago. 

**Baxter, Laura, and others, J. B. Lippincott Co., Chicago. 

***Harris, Jessie W., and others, Houghton Mifflin, Chicago. 


152 



GOAL LEVEL SEVEN 

SUGGESTED ACTIVITIES AND TECHNIQUES 

1. Learns to eat a variety of 
foods. 

Learns the names of the different or new foods 
served in the dining room. Eat these foods over 
and over to learn to like them. Learn that we 
need a variety of foods to keep healthy. The 
Basic Seven food chart is used to help select the 
proper foods. Use food models and pictures to 
arrange foods In their proper Basic Seven groups 
and to learn the names of new foods. 

2, Learns dining room 
service. 

The teacher or advisor goes with the children to 
the dining room very early in the year to demon¬ 
strate the food service in that particular school 
dining room. She explains why this form of serv¬ 
ice is used and why it is important for each child 
to follow it. 

\ 

3. Continues to practice 
correct table manners 
in the dining room. 

Study pictures illustrating table manners. Discuss 
them in class. Practice the handling of knife and 
fork In the classroom, with actual food or with¬ 
out, Learn how to sit at the table, etc. Review 
table manners occasionally in the classroom and 
have someone report on dining room behavior. 

4, Helps with personal 
buying. 

Have student list items he will probably buy for 
himself; bring In pictures advertising each. Com¬ 
pare characteristics claimed. Teachers should 
bring articles to class to demonstrate points. 
Group plans shopping trip to town to purchase 
some needed article. After trip, make a report. 

5. Keeps simple personal 
record of money spent. 

Have group list steps necessary in keeping record 
of money spent: list essential items which a sev¬ 
enth grade pupil should consider in spending his 
money; make a bulletin board display of essential 
items of expenditure; list things they would like 
to have for themselves; write a story of a person 
who learned to save a little money each week and 
by Christmas time was able to give pleasure to his 
family by giving them remembrances. 

What can one do without, each week, to save a 
little money? Discussion by group. 

Have each student In the group keep a record of 
the money he spends for one month. Write a re¬ 
port on this project, telling what he learned from 
the activity. 


153 


SUGGESTED REFERENCES 


6. Stratton^ Dorothy C., and Schelmon, Helen B,, Your Best Foot Forward. 
McGraw-Hill Book Co., Inc., N. Y., 1940, p. 109. 

*Homemoklng for Teen-Agers, 1951, pp. 407; 446-447. 

Everyday Living, Goal 48. 

Everyday Living, 1950, pp. 308-310. 

Film: Social Courtesy 16 mm 10 minutes 


7. Carpenter, Dale, and others, The World of Numbers. Grade 5. The 
Macmillan Co., N. Y., 1950, pp. 4-5. 

Wheat, Harry Grove, and others, Row-Peterson Arithmetic, Book 5. Row, 
Peterson and Co., Evanston, III., 1952, pp. 48-49. 

Everyday Living, Goal 55. 


8. Into Your Teens, 1951, pp. 273-295. 

Sharing Family Living, 1951, pp. 361-365. 

**Your Safety Handbook. S. R. A., 1952. 

Everyday Living, 1950, pp. 131-139. 

Shea, John Gerald, and Paul Nolt Wenger, Woodworking for Everybody. 
Scranton-Laurel Publisher, distributed by Grosset and Dunlap, N. Y., 
1953, pp. 124-130. 

Everyday Living, Goals 50, 51. 

Film: Cooking: 

Kitchen Safety 16 mm 11 minutes 


*McDermott, Irene E., and Nicholas, Florence W., Charles A. Bennett Co., 
Inc., Peoria, III. 

**Dearborn, Ned, and Andrews, Bill, Science Research Association, 57 W. 
Grand Ave., Chicago. 


154 



GOAL LEVEL SEVEN 


SUGGESTED ACTIVITIES AND TECHNIQUES 


6. Is courteous to salespeople 
and others in public places. 

Have the group list desirable behavior traits that 
they would like others to show in public places, 
streets, movies, public conveyances, etc.; list in¬ 
cidents where salespeople have been rude to 
shoppers. From this draw a possible reason for 
this rudeness. 

Dramatize correct and incorrect manners for a 
shopper, and for the person working In public 
places, such as store, movie house, bus, restau¬ 
rant, or cafe. Write a short sketch describing the 
last shopping trip he made and pointing out how 
the student treated the people he met. Members 
of the group should take part in working in the 
school store. Report experiences to the class. De¬ 
scribe a salesperson he admired very much and 
tell how he handled a difficult situation. 

7. Can count change and 
handle limited amounts of 
money. 

Collect class dues. Count money with a treas¬ 
urer. Pupils plan how to use class money. Group 
outlines duties for each member. Buy supplies 
and bring back to class, receipt for each item or 
group of items bought. Group may sell tickets 
or have experiences in handling and accounting 
for money. Sell candy, popcorn or soft drinks at 
athletic events. Let pupils assist in the school 
store for one month of the year, under the super¬ 
vision of older pupils and a teacher or advisor. 
Give each one experience in handling and ac¬ 
counting for money belonging to himself or the 
group. 

8. Follows good safety rules 
in kitchen, at home, and 
at school. 

Instruct group In the use of gas, oil, wood, coal, 
or electric stoves. 

Caution as to dangers In careless usage. 

Select activities for the situation. 

List possible accidents which could happen from 
carelessness in handling tools used in their activ¬ 
ities. Teach proper way to use knives, scissors, 
razor blades, and other sharp-pointed instru¬ 
ments. 

Know the dangerous aspects of standing on 
chairs, walking on waxed floors, handling live 
wires, and using fire arms. 

Learn traffic regulations for pedestrians. Learn 
how to obey traffic lights. 


155 


SUGGESTED REFERENCES 


9. Tolg, Myrtle Rudd, Homemaking Con Be Easy. Franklin Watts, Inc., 
285MadisonAve., N. Y. 17, 1949, pp. 69-76. 

Homemaking for Teen-Agers, 1951, pp. 149-162; 170. 

Sharing Family Living, 1951, pp. 112-120; 354-361. 


10. Hatcher, Hazel M., and Andrews, Mildred E., Adventuring in Home 
Living. D. C. Heath and Co., Boston, Mass., 1954, pp. 291-295. 
Homemaking for Teen-Agers, 1951, pp. 369-373. 

Trilling, Mabel B., and Nicholas, Florence W., The Girl and Her Home. 
Houghton Mifflin Co., Chicago, 1947, pp. 390-400. 

Everyday Living, Goals 25, 29, 46. 

Film: Cleanliness Brings Health 16 mm 10 minutes 


11. Homemaking for Teen-Agers, 1951, pp. 375-380. 

Sharing Family Living, 1951, pp. 143-154. 

Carson, Byrta, How You Look and Dress, McGraw-Hill Book Co., Inc., 
N. Y., pp. 30-46. 

Everyday Living, Goal 15. 

Film: Your Clothing 16 mm 10 minutes 


12. How You Look and Dress, 1949, pp. 91-114. 

Jupo, Frank, Nothing to Wear But Clothes. Aladdin Books, N. Y., 1953. 
Film: Synthetic Fibers: 

Nylon and Rayon 16 mm 15 minutes 


13. Sharing Family Living, 1951, pp. 205-215. 

Everyday Living, 1950, pp. 74-76. 

Homemaking for Teen-Agers, 1951, pp. 49-62. 

Everyday Living, Goals 18, 19. 

Film: Other Fellow's Feelings 16 mm 10 minutes 


156 


GOAL LEVEL SEVEN 


SUGGESTED ACTIVITIES AND TECHNIQUES 


9. Extends his learning in 
caring for his room, 
classroom, and other build¬ 
ings. 


Group makes outline of work to be done at home 
and at school. Check lockers to evaluate house¬ 
keeping habits. Write on the subject, "Am I Do¬ 
ing My Share in My Home?" Keep a record for 
one week of the time spent in actually helping in 
the home or the school. From this record make a 
schedule for keeping rooms in order. The teacher 
plans these activities to suit the situation. 


10, Develops appreciation Help in keeping yard free of trash, etc. 

for clean, attractive 

surroundings. Mark off yard and, if possible, fence off from 

cows, goats, sheep, chickens, or other domestic 
animals. 

Plant and care for flower beds. 

Keep well-arranged fresh flowers, leaves, or na¬ 
tive plants in home; change wilted bouquets. 

Make use of simple art principles In these activ¬ 
ities. 


11. Extends his ability 
for and interest in 
the care of his own 
clothing. 


Dramatize "Modern Miss" and "Modern Mess" 
and have the class compare Impressions. Have 
pupils bring to class garments that show damage 
caused by poor care, such as tears caused by us¬ 
ing pins Instead of regular fasteners. Have pupils 
decide what needs to be done to repair and put in 
order articles of clothing. Have pupils make and 
outfit a mending kit. 


12. Extends knowledge of the 
characteristics of the 
more common materials 
used in his own clothing. 


Learn how to wash and iron materials from pres¬ 
ent day fibers. Bring samples of materials to 
class. Discuss suitability of fabrics for school 
clothing. Make a trip to the weaving room or 
fabric shop. Discuss meaning of advertising 
terms, such as Sanforized, color fast, warp, woof, 
selvage. 


13. Knows how to be friendly 
with children. 


Have pictures on bulletin board showing activities 
of a child in the home. Group relates experiences 
with younger children in the home and at school. 
Find ways of helping with the physical care of 
children. Participate in activities with younger 
children. Discuss teasing small children. 



157 


SUGGESTED REFERENCES 


14. Homemaking for Teen-Agers, 
Sharing Home Living, 1951, 
Adventuring in Home Living, 
Everyday Living, Goal 22, 


1951, pp. 313-341. 
pp. 399-415. 

1954, pp. 316-354. 


Films: How Do You Do? 


16 mm 15 minutes 


Everyday Courtesy 


16 mm 10 minutes 


Filmstrips: Etiquette, Set II: 


7. Perfect Forty 


15. Sharing Family Living, 1951, pp. 163-165. 

Everyday Living, 1950, pp. 334-338. 

Wieland, Lauretta Larson, At Work in the Kitchen. International 
Textbook Co., Scranton, Pa., 1950, pp. 34-37. 

Everyday Living, Goal 30, 


16. How You Look and Dress, 1949, pp. 17-23. 
Adventuring in Home Living, 1954, pp. 20-27. 
Everyday Living, Goal 3. 


158 


GOAL LEVEL SEVEN 


SUGGESTED ACTIVITIES AND TECHNIQUES 


14. Assists In planning, 

preparing for, and conducting 
parties. 

Class plans and gives a party. Make attractive 
invitations relating to season of year or activity. 
Make list of suitable refreshments. 

Pictures of foods and decorations should be on 
the bulletin board. Have group make grocery 
order for needed supplies. Plan shopping trip. 
Group could decorate the paper napkins and pa¬ 
per table mats. Group may develop many clever 
ideas to carry out this activity. At close of this 
project have class report and evaluate knowledge 
gained. 

15. Is able to assist in 

washing dishes In home or 
in school group. 

N 

Discuss ways of washing dishes. Make list of steps 
the students should follow. 

The teacher demonstrates the proper procedure 
to the group and discusses why each step Is im¬ 
portant. 

Follow acceptable procedure in washing dishes 
and in caring for dish cloths and dish towels. 

Discuss Importance of using separate cloths for 
different cleaning jobs in the kitchen, other than 
dish cloths and dish towels. 

Teacher discusses with the group and demon¬ 
strates how to care for and store clean towels and 
dish cloths. 

16. Knows how to care for 
the hair. 

Display pictures on bulletin board, showing at¬ 
tractive hair arrangement suited to the age 
group. List advantages of having clean hair. Have 
students discuss their ideas about the proper care 
of hair. Experiment with different hair styles. 

Study: How to have clean hair. 

How often to shampoo. 

What to use in place of expensive sham¬ 
poos. 

How to use hair oil. 

Demonstrate in class the proper way to shampoo 
hair. 

Arrange to have a hair-cut when necessary. 


159 


SUGGESTED REFERENCES 


17. How You Look and Dress, 1949, pp. 1-29. 

Homemaking for Teen-Agers, 1951, pp. 374-395. 

Everyday Living, 1950, pp. 34-43. 

Neugarten, Bernice L., How You Grow, S.R.A., Chicago, 1952. 
Everyday Living, Goals 1, 3, 4, 6, 7. 


Films: Growing Girls 


16 mm 13 minutes 

16 mm 10 minutes 

16 mm 10 minutes 

16 mm 10 minutes 


The Story of Menstruation 

Your Cleanliness 

How To Be Well Groomed 


18. Johnson, William H., and Fenn, Isadore M., Popular Tools and Materials. 
Albert Whitman and Co., Chicago, 1944, pp. 1-109. 

Taylor, Jeanne, Child's Book of Carpentry. Greenberg Pub., N. Y., 
1948. 

Collins, A. Frederick, Working With Tools for Fun and Profit. The 
New Home Library, N. Y., 1942, pp. 3-63. 

Everyday Living, Goal 25. 


19. Your Sofety Handbook, S. R. A., 1952. 
Into Your Teens, 1951, pp. 273-295. 
Everyday Living, Goals 29, 38. 


20. Into Your Teens, 1954, pp. 320-323. 
Everyday Living, Goal 56. 


GOAL LEVEL SEVEN 


SUGGESTED ACTIVITIES AND TECHNIQUES 


17. Understands the problems 
of personal hygiene 
brought about by puberty. 

After an introduction of this subject in the 
classroom, boys and girls should be Instructed 
separately. Ask qualified individuals to help in 
teaching this goal. It might be approached by 
stressing the importance of being pleasing to 
those with whom we live. Learn importance of 
daily bath and clean underclothes. Study impor¬ 
tance of good grooming. 

18. Begins to learn how to 
use and care for simple 
hand tools. 

Simple projects may be selected which require 
little skill but afford experience in the proper use 
and care of tools used In the home or a home 
workshop. 


19. Reports needed repairs 
in the school plant. 

Teach that leaky faucets waste water and add to 
water bills. Place a large container under a leaky 
faucet for a given period of time. Measure the 
water and compute the waste for a month. Some 
repairs eliminate safety hazards. Have the class 
make a survey of needed minor repairs. Make re¬ 
ports of needed repairs and hazards to the person 
in charge of the building or room where repairs 
are needed. 

20. Experiences the 

satisfaction of doing 
a job well. 

The children and teacher work out a schedule of 
work that must be followed to keep the class in 
order and to keep the classroom or other rooms 
clean and neat. The teacher should recognize 
and compliment work well done. Children should 
be led to feel satisfaction in their accomplish¬ 
ments in doing school details and committee or 
personal assignments for the class. 




SUGGESTED REFERENCES 


21. * ** *** **** Honieinaking for Teen-Agers, 1951, pp. 176-177; 
262; 272; 282; 293. 

**Young Folks of Home, 1953, pp. 64-65. 

Films: Planning for Good Eating 16 mm 

Fun in Food 16 mm 


180; 208; 224; 


8 minutes 
10 minutes 


22. Young Folks at Home, 1953, pp. 65-70. 

Miller, Frances S., and Laitem, Helen H., Personal Problems of the High 
School Girl. John Wiley and Sons, Inc., N. Y., 1950, pp. 255-271. 
Lewis, Dora S., and others. Family Meals and Hospitality. The Mac¬ 
millan Co., N. Y., 1951, pp. 3-29. 

Brandwein, Paul F., and others, You and Your World. Harcourt, Brace 
and Co., Chicago, pp. 133-148. 

Everyday Living, Goal 9. 

Film: Fundamentals of Diet 16 mm 11 minutes 

23. Homemaking for Teen-Agers, 1951, pp. 149-170. 

Young Folks ot Home, 1953, pp. 8-46. 

* * * Everyday Living, 1950, pp. 120-131. 

****The Goc^ Housekeeping Housekeeping Book, 1947, pp.247-275. 
Everydoy Living, Goals 25-29; 32-34. 


24. Homemaking for Teen-Agers, 1951, pp. 27-30. 

Young Folks at Home, 1953, pp. 378-380. 

Hatcher, Hazel M., and Andrews, Mildred E., Adventuring in Home Liv¬ 
ing, Book I. D. C. Heath and Co., Boston, Mass., 1954, pp. 459-494. 
Baxter, Laura, and others. Our Home ond Family. J. B. Lippincott Co., 
Chicago, 1952, pp. 107-111. 


25. Young Folks at Home, 1953, pp. 348-352. 

The Good Housekeeping Housekeeping Book. 1947, pp. 449-467. 
Wieland, Lauretta Larson, At Work in the Kitchen. International 
Textbook Co., Scranton, Pa., 1950, p. 39. 

Everyday Living, Goal 51-54. 

Filmstrip: Cooking Series: 

3. Safety in the Kitchen 


26. Lasser, J. K., and Porter, Sylvia F., Money and You. S.R.A., 1949, 

pp. 42-48. 


*McDermott and Nicholas, Charles A., Bennett Co., Inc., Peoria, III. 

**Harris, Florence LaGanke, and Kauffman, Treva E., D. C. Heath and Co., 
Boston, Mass. 

***Harris, Jessie W., and others, Houghton Mifflin Co., Chicago. 

****Kendall, Helen W., David McKay Co., Washington Square, Philadelphia, 
Pa. 


162 



GOAL LEVEL EIGHT 

SUGGESTED ACTIVITIES AND TECHNIQUES 

21. Learns to use the 

Basic Seven food 
chart in selecting 
foods. 

Check meals at home or in the dining room by the 
Basic Seven chart. What foods are missing? Is it 
because they are expensive or hard to get? What 
foods should be bought with spending money in¬ 
stead of buying candy and pop? Continue to 
learn to eat and enjoy new foods. 

22. Learns something of 
why the Basic Seven 
chart is used to 
select foods. 

Study briefly why the body needs proteins, starch¬ 
es, sugar, fats, vitamins, and minerals. Which 
Basic Seven groups provide these food stuff? 
Make a poster to show foods in Basic Seven 
groups. Put names with the food pictures to learn 
to Identify them. 

23. Knows how to share in 
keeping house. 

If students share their rooms with others, have 
them make a score card to check their daily and 
weekly housekeeping duties. Discuss keeping a 
room clean versus cleaning periodically. Con¬ 
sider these points: having a convenient place to 
put things, putting things away, bathroom clean¬ 
liness, methodical work habits, and willing, cheer¬ 
ful attitude. When sharing a room with another, 
start the relationship with a definite plan for 
joint housekeeping which Is agreeable to all con¬ 
cerned. 

24. Knows the responsibility 
of a ''baby sitter." 

Boys and girls of this age frequently act as baby 
sitters, sometimes for pay but more often by tak¬ 
ing care of their own brothers and sisters. Take 
care of children In the family. Take care of other 
children for short periods of time. 

25. Knows that accidents can 
be prevented. 

Accidents do not just happen. There is a cause for 
every accident. The most important aim of a safe¬ 
ty program is to prevent accidents. Accidents 
often cause pain or suffering and cost money or 
time. Discuss safety devices, such as guard rails, 
fire escapes, fire extinguishers, proper storage of 
sharp tools, etc. Discuss fire proof building mate¬ 
rials and safety matches. Make a survey of safety 
hazards at school. Pupils may correct as many of 
these hazards as they can and may report others 
to the proper authorities. 

26. Learns the advantages of 
saving money. 

What is thrift? In one sense it means doing away 
with waste. We can waste not only money but 
also time, energy, clothing, food, and other mate¬ 
rials. Discuss thrift in spending, earning, and 


163 


SUGGESTED REFERENCES 


26. (Cont'd) 

Trilling, Mable B., The Girl and Her Home. Houghton Mifflin Co., 
Chicago, III., 1947, pp. 133-135. 

Hark, Mildred, and McQueen, Noel, Moke Your Pennies Count. S.R.A., 
1952, pp. 33-37. 


27. Homemaking for Teen-Agers, 1951, pp. 436-462. 

Everyday Living, 1950, pp. 282-305. 

Everyday Living, Goal 14. 

Shacter, Helen, and others. Into Your Teens. Scott, Foresman and Co., 
Chicago, 1951, pp. 113-120. 


28. Into Your Teens, 


1951, pp. 309-327. 


29. FrankI, Lee, Basic Tools for Woodworking. Prentice-Hall Inc., Chicago, 
1948, pp. 1-44; 97-101; 103-111. 

Johnson, William H., and Fenn, Isadore M., Popular Tools and Materials. 
Albert Whitman and Co., Chicago, III., 1944, pp. 1-109. 

(Good pictures for girls and boys). 

Taylor, Jeanne, Child's Book of Carpentry. Greenberg Publisher, N. Y., 
1948. 

Frykiund, Verne C., and LaBerge, Armand J., General Shop Woodwork¬ 
ing. McKnight and McKnight Publishers, Bloomington, III., 1946, pp. 
33-37; 47-49; 78-85; 93-96. 

Shea, John Gerald, and Wenger, Paul Nolt, Woodworking for Everybody. 
Scranton-Laurel Pub. Co., Distributed by (jrosset and Dunlap, N. Y., 
1953, pp. 25-42; 68-69; 70-71; 114-121. 

Filmstrip: Home Repair: 

3. Plumbing 


164 


GOAL LEVEL EIGHT 

SUGGESTED ACTIVITIES AND TECHNIQUES 

26. (Cont'd) 

saving. As an example of individual thrift, check 
on shoe repairs that can be made. Read about 
thrift and success of Benjamin Franklin. List 
some habits of thrift, such as buying what you 
can afford, paying as you go, and installment 
buying. Is it more economical to buy or make an 
article? Discuss the ^'Do It Yourself" movement. 
Visit an improved home in the community to 
learn what can be done. 

27. Has some understanding of 
how to select clothing. 

Good taste in clothing Includes wearing garments 
that are suitable, becoming, and in keeping with 
one's budget. Have students bring samples of 
common fabrics to class and make simple home 
tests to show characteristics. Have a qualified 
person discuss and show points to check in selec¬ 
tion of clothes: what the label tells, construction, 
conservative styles versus fads, color, line and ac¬ 
cessories. A trip to the stores would be helpful. 
Have a shoe salesman explain the importance of 
properly fitted shoes. Study pictures and charts 
on feet and shoes. 

28. Learns something of what 
people do to make a 
living. 

Interview employees and friends about their 
work. Make a list of jobs or occupations open 
to men and women In the immediate community. 
Make posters with individual drawings to illus¬ 
trate these jobs. Write short descriptions of 
them. Discuss which ones need training beyond 
high school. 

29. Begins to develop a 
skill in general 
home mechanics. 

Give students the opportunity to install hooks and 
eyes, strap hinges, and hasps; apply stains, shel¬ 
lac, varnish, and paint; repair leaky faucets; 
make wire splices; repair shoes; cut glass and re¬ 
pane windows; install and repair window shades; 
know sizes of nails and screws used; understand 
the principle of a flush box; and change a tire. 


165 


SUGGESTED REFERENCES 


30. * ** *** **** ***** Our Home and Family, 1952, pp. 111-114. 

** Homemaking for Teen-Agers, 1951, pp. 11-27. 
Everyday Living, Goal 18. 

Film: Safety in the Home 16 mm 10 minutes 


31. *Sharing Family Living, 1951, pp. 199-226. 

***Adventures in Home Living, Book I., 1954, pp. 446-494. 

McCullough, Wava, Illustrated Handbook of Child Care. McGraw- 
Hill Book Co., Inc., N. Y., 1954. 


32. Adventuring in Home Living, 1954, pp. 174-176. 
****Family Meals and Hospitality, 1951, pp. 117-120. 


33. Wieland, Lauretta Larson, At Work in the Kitchen. International 
Textbook Co., Scranton, Pa., 1950, pp. 17-31. 

*****Teen-Agers, 1954, pp. 144-148. 

Adventuring in Home Living, 1954, pp. 152-160. 

Sharing Family Living, 1951, pp. 337-339. 

Films: Planning for Good Eating 16 mm 8 minutes 
Menu Planning 16 mm 10 minutes 

Filmstrip: Cooking Series: 

4. Organizing Meals 

5. Planning Meals 

34. Sharing Family Living, 1951, pp. 329-336. 

Everyday Living, Goal 55. 

Film: Food Store 16 mm 11 minutes 
Filmstrip: Cooking Series: 

2. Buying Food Wisely 


35. Family Meals and Hospitality, 1951, pp. 120-124. 
Filmstrip: Cooking Series: 

6. Storing Foods 


36. Adventuring in Home Living, 1954, pp. 158-173. 

Sharing Family Living, 1951, pp. 341-346. 

Betz, Betty, The Betty Betz Teen-Age Cook-Book. Henry Holt and Co., 
N. Y., 1953. 

Crocker, Betty, Betty Crocker's Picture Cook Book. McGraw-Hill Book 
Co., Inc., N. Y., 1950. 


* Baxter, Laura, and others, J. B. Lippincott Co., Chicago. 

**McDermott and Nicholas, Charles A. Bennett Co., Peoria, III. 

***Hatcher, Hazel M., and others, D. C. Heath and Co., Boston, Mass. 

****Lewis, Dora S., and others. The Macmillan Co., N. Y. 

*****Jenkins, Gladys Gardner, Scott, Foresman and Co., Chicago, 1954. 


166 



GOAL LEVEL NINE 


SUGGESTED ACTIVITIES AND TECHNIQUES 


30. Is able to supervise 

younger members of the 
home and school in 
observing safety 
practices. 


Plan for each member of the group to have the 
opportunity to train and supervise younger mem¬ 
bers of the home or school in observing safety 
practices. Help children to learn the dangers of 
wall outlets, sharp objects, boiling water, long 
pot handles, climbing, fire, and traffic. 


31. Has some understanding 
of how to guide children's 
behavior and habits. 


Have the group list good habits they think young 
children should acquire. Have them make a 
plan for helping a young child acquire good hab¬ 
its. Young children may enjoy participating in 
the program. 


32. Becomes familiar with 
the use of some common 
kitchen equipment. 


List simple equipment actually needed for the 
preparation of meals. Discuss the items of equip¬ 
ment that can be improvised. Make an exhibit 
of Items needed, such as stoves, percolators, 
toasters, pots, pan, small utensils, and dishes. 


33. Knows how to plan a 
menu for a simple 
meal. 


Plan a specific menu to be prepared in class. In¬ 
clude new foods in order to become familiar with 
them. Work with the dining room staff and make 
menus to be used in the student dining room. 


-^34. Is able to do marketing 
for a simple meal. 


35. Knows how to store 
food in the home. 


Discuss where to shop and the savings made by 
using foods in season. Organize a shopping trip 
to town and use shopping habits and courtesies. 
Visit a grocery store or market. Divide the class 
into small groups if possible. Make a market list 
for the meal to be served. Get groceries from the 
school kitchen or the store. 

Put away groceries and supplies in cupboards and 
refrigerator. Learn how to take care of opened 
canned foods. Keep all food covered to keep out 
flies. Learn to cover and put away leftovers. 


36. Is able to prepare 
and serve a simple 
meal. 


Prepare the menu planned in Goal 33. Develop 
some skills in meal preparation and serving. Sev¬ 
eral meals should be served. Students will need 
supervision In order to develop good work habits. 
They will need to discuss and evaluate the prob¬ 
lems they meet each day. Review and follow 
proper dishwashing practices. Wear suitable 


167 


SUGGESTED REFERENCES 


36. (Confd) 

Everyday Living, Goal 30. 

Films: Cooking: Planning and Organization 16 mm 10 minutes 

Dinner Party 16 mm 22 minutes 

Filmstrips: Cooking Series: 

8. Serving Meals 
Etiquette Set I: 

4. Table Talk 
Etiquette Set II: 

6. Table Setting 


37. Family Meals and Hospitality, 1951, p. 373. 


38. * ** Young Folks at Home, 1953, pp. 195-211. 

Adventuring in Home Living, Book I, 1954, pp. 33-47. 
**Clothes for Girls, 1952, pp. 39-57. 

Everyday Living, Goals 14, 17. 

Filmstrips: Teen-Age Clothing, Set I: 

3. Color in Your Clothes 

4. Right Clothes for You 


39. Carson, Byrta, How You Look and Dress. McGraw-Hill Book Co., Inc., 
N. Y., pp. 133-156. 

Clothes for Girls, 1952, pp. 166-169. 

Young Folks at Home, 1953, pp. 178-181. 

Adventuring in Home Living, 1954, pp. 33-47. 


40. Adventuring in Home Living, 1954, pp. 48-66. 

Personal Problems of the High School Girls, 1950, pp. 215-227. 
Clothes for Girls, 1952, pp. 91-118. 

Everyday Living, Goals 14, 15, 17, 

Filmstrip: Teen-Age Clothing, Set I: 

2. Care of Your Clothes 


* Harris, Florence L., and Kauffman, Treva, D. C. Heath and Co., Boston, 
Mass. 

**Todd, Elizabeth, D. C. Heath and Co., Boston, Mass. 


168 



GOAL LEVEL NINE 


SUGGESTED ACTIVITIES AND TECHNIQUES 


36. (Cont'd) 

clothing, including an apron, in the kitchen. Fol¬ 
low good hygiene practices. Be careful with 
colds and coughing. Wash hands before han¬ 
dling food. 


37. Knows why food spoils. 

Perform a classroom experiment on mold growth 
to show children that invisible life is present. Us¬ 
ing a potato, show what happens under the fol¬ 
lowing conditions: 

a. Exposed to room atmosphere 

b. Touched by unwashed hands 

c. Touched by scrubbed hands 

d. Exposed to human breath 

e. Sterilized 

Help children evaluate the experiment. 

Correlate with contributions in the field of 
science. 

38. Is able, with super¬ 
vision, to select a 
suitable wardrobe for 
self. 

Make an inventory of one's own clothing. Ob¬ 
serve and consider a well-dressed student. List 
additional clothes needed. Consider the following 
points: style, color, textile fiber, durability, 
workmanship, price, ease of caring for, fit, and 
suitability. Consider the cost of cleaning. Teach¬ 
er should share with the class actual buying ex¬ 
periences. Mail order catalogs can be of great 
help. 

Dramatize suitable selection in an assembly pro¬ 
gram. 

39. Extends knowledge of the 
principles of good buying. 

What is a consumer? Everyone is a consumer 
and needs to know how to spend money wisely. 
Know how to look for labels and read them. Know 
standards used in judging quality. Have pupils 
think of "good buys" they have made. Each pu¬ 
pil can tell why his purchase was good. 

40. Extends knowledge of and 
his ability in caring for 
his own clothing. 

The child should be reminded which clothing 
should be cleaned by a dry cleaner. Find out the 
limitations and dangers of dry cleaning at home. 
Help the child extend his ability in washing, iron¬ 
ing, removing stains, mending, pressing, and 
making alterations. Observe the differences in 
various fibers and fabrics. 


169 


SUGGESTED REFERENCES 


41. Clothes for Girls, 1952, pp. 3-38. 

Homemaking for Teen-Agers, 1951, pp. 374-396. 
Adventuring in Home Living, 1954, pp. 4-66. 
Teen-Agers, 1954, pp. 100-106. 

Everyday Living, Goals 14-17. 


42. Adventuring in Home Living, 1954, pp. 68-124. 

Teen-Agers, 1954, pp. 18-82. 

Cosgrove, Marjorie C., and Josey, Mary I., About You. Family Living 
Series, Vol. 1, S.R.A., 1952. 

Films: Act Your Age 16 mm 13Vi minutes 

Are You Popular? 16 mm 10 minutes 

The Show-Off 16 mm 10 minutes 

Filmstrip: Etiquette, Set I: 

3. As Others See You 
5. Stepping Out 


43. * ** Everyday Living, 1950, pp. 78-86. 

Teen-Agers, 1954, pp. 83-86. 

**Moking the Most Out of School and Life, 1952, pp. 285-309. 
Everyday Living, Goal 20. 

Films: Date Etiquette 16 mm 10 minutes 

Dating: Do's and Don't's 16 mm 131^ minutes 


*Harris, Jessie W., and others, Houghton Mifflin Co., Chicago. 

**Robinson, Clark, The Macmillan Co., N. Y. 


170 



GOAL LEVEL NINE 

SUGGESTED ACTIVITIES AND TECHNIQUES 

40. (Cont'd) 

Have the group list pointers valuable in daily 
care, occasional care and seasonal care of 
clothes. For example: pressing a material that is 
spotted tends to set the stain; when storing sum¬ 
mer clothes, have them unstarched and unironed. 

Demonstrate and make an exhibit of simple aids 
to good clothing care, such as clothes hangers, 
clothes bags, shoe kit, shoe trees, clothes brush, 
spot remover, sewing kit, boxes for handkerchiefs, 
socks, or belts, etc. 

41. Becomes more conscious 
of personal appearance. 

Point out that few people are beautiful or hand¬ 
some but appear that way because of personality, 
careful dressing, and makeup. Use check sheet 
for rating self on personal appearance. Demon¬ 
strate how different clothes look on the same per¬ 
son when he has good and poor posture. Check 
the following factors that enter into personal ap¬ 
pearance: figure, posture, complexion, hair, 
hands and nails, personal grooming, and clothing. 

Practice good standards In dress and haircuts. 
Stress suitable clothing for various occasions. 

Well-planned social functions are helpful In 
creating an Interest in personal appearance. A 
style show may be helpful. 

42. Has an interest in and 
some understanding of 
how personality grows. 

Have this question written on the board, "What 
is this thing called personality?" Have the class 
think of a person who gets along well with others. 
Discuss the characteristics of this person. Con¬ 
sider personality from the standpoint of manners, 
emotional control, habits, and character traits. 

Let students evaluate themselves on manner and 
behavior. Have students list habits they have. 
Have them think of habits they would like to ac¬ 
quire. Make a plan for learning a good habit. 
Invite some successful and pleasing person from 
their own race to talk with the group. 

43. Knows how to maintain 
good boy-girl relation¬ 
ships. 

List the group activities that the boys and girls of 
the school enjoy. Which of these are best for 
developing friendships? Ask students for sug¬ 
gestions of other activities which promote good 
boy-girl relationships. Discuss the standards of 
behavior In the local school. 


171 


SUGGESTED REFERENCES 


44. Sharing Family Living, 1951, pp. 499-510. 
Everyday Living, 1950, pp. 195-204. 

Our Home and Family, 1952, pp. 115-127. 
Everyday Living, Goals 10, 11. 

Film: Home Nursing 16 mm 10 minutes 


45. * ** Personal Problems of the High School Girl, 1950, pp. 393-419. 
Teen-Agers, 1954, pp. 246-268. 

Ketch, Donald E., Exploring the World of Jobs. S.R.A., 1952. 

Everyday Living, Goal 56. 

Films: Finding Your Life's Work 16 mm 22 minutes 

Aptitudes and Occupations 16 mm 15 minutes 


46. Johnson, William H., and Newkirk, Louis V., Home Mechanics. The 
Macmillan Co., N. Y., 1950. 

**General Shop for Everyone, 1952, pp. 64-69. 

Everyday Living, Goals 52, 53. 

Film: Home Electrical Appliances 16 mm 10 minutes 


47. General Shop for Everyone, 1952, pp. 200-206. 

Symons, Arthur, The Woman's Fix-It Book. Greenberg, N. Y., 1949, 

pp. 85-99. 

Bedell, Earl L., and Gardner, Ernest G., Household Mechanics. Inter¬ 
national Textbook Co., Scranton, Pa., 1945, pp. 95-106. 

Filmstrip: Home Repairs: 

1. Electrical Repairs, Part I, 1 and 2 

2. Electrical Repairs, Part 11, 1 and 2 


48. Andrews, Bill, Your Safety Manual. S.R.A., 1953. 

Teen-Agers, 1954, pp. 190-192. 


*Miller, Frances S., and Laitem, Helen H., John Wiley and Sons, Inc., N. Y. 

**Newkirk, Louis V., D. C. Heath and Co., Chicago. 


172 



GOAL LEVEL NINE 


SUGGESTED ACTIVITIES AND TECHNIQUES 


44. Knows some of the simple 
skills in home core of 
the sick. 

Have the students discuss the adjustments that 
must be made in a home when there Is illness in 
the family. Have the group practice the help 
they might give in the care of a bed patient. 
Teach students how to keep simple records and 
take temperatures, pulse, and respiration, and 
why such records are important. 

45. Is able tentatively to 
choose a vocation. 

As the final step in his prevocational training, 
the student should analyze his own interests and 
abilities in making his vocational choice. This is 
done with the assistance of the classroom teacher, 
vocational teacher, and other agencies which are 
able to assist with guidance. Let student try out 
for short periods in those areas in which training 
is not offered in the general shop or home eco¬ 
nomics program. Through study, interviews, dis¬ 
cussion, and observation, he should become fa¬ 
miliar with first and alternate choice of a vocation 
in relation to his abilities. 

46. Knows how to operate 
and take care of 
machines as the need 
arises. 

It is understood that machines will vary widely In 
the different areas of the Indian Bureau, but 
children should be taught to use the machines 
available. They should learn how the machine 
operates normally, why guards are installed on 
some machines, what to check before starting a 
machine, how to start and stop the machine, how 
to use the emergency controls, and what the ma¬ 
chine is intended to accomplish. Train the chil¬ 
dren to ask for help at the first sign of proper op¬ 
eration of the machine. The student should learn 
to take care of the machine he uses. 

Be sure to comply with State and Federal regula¬ 
tions regarding operation of power machinery by 
students. 

47. Can make simple 
electrical repairs. 

Make a simple connection of electric wires, such 
as an extension cord. Show examples of cords 
that need replacing rather than repairing. Dem¬ 
onstrate how to replace a fuse. Have members 
of the class practice repairing electrical cords. 


48, Knows state high¬ 
way regulations. 

Highway regulations needed for passing a driver's 
test may be learned through the study of state 
highway pamphlets and discussions led by quali¬ 
fied drivers or a highway patrolman. Learn traf¬ 
fic regulations as they apply to pedestrians and 
bicycles. Make a survey of campus or community 


173 


SUGGESTED REFERENCES 


48. (Cont'd) 

Everyday Living, Goal 50. 

Film: Once Upon a Time 16 mm 10 minutes 


49. Russell, Mable, and Gwynne, Elsie Wilson, Art Education for Daily Liv¬ 
ing. Manual Arts Press, Peoria, III., 1946. 

Clothes for Girls, 1952, pp. 77-89. 

Ryan, Mildred Graves, Your Clothes ond Personality. Appleton-Century- 
Crafts, Inc., N. Y., 1949, pp. 20-45. 


50. Our Home and Family, 1952, pp. 39-43. 

Personal Problems of the High School Girl, 1950, pp. 159-161. 
Teen-Agers, 1954, pp. 223-226. 

Lasser, J. K., and Porter, Sylvia F., Money and You. S.R.A., 1949. 

Filmstrips: Managing Your Money: 

1. Earning Your Money 

2. Paying Your Bills 

3. Spending Your Money 

4. Borrowing Your Money 


174 


GOAL LEVEL NINE 


SUGGESTED ACTIVITIES AND TECHNIQUES 


48. (Cont'd) traffic and recommend improvements. Have 

students participate in carrying out approved rec¬ 
ommendations. 


49. Develops an appreciation Work with arts and crafts teachers when they are 

for design and color available. Have students use design in home liv- 

through several media. ing, dress, classroom activities, and in vocational 

projects. Use posters to illustrate class work. 


Have students keep accounts of how much they 
spend on themselves and how much is spent for 
them in a month. Classify the expenditures, such 
as recreation, clothing, school supplies, transpor¬ 
tation, cosmetics. Which are necessities? Which 
are luxuries? Make individual plans for personal 
spending. Follow these plans for several weeks. 
Check back to see if any improvement should be 
made in these plans. 


50. Knows that a budget 
is business-like for 
personal spending. 


NOTES 


176 


BOOKS LISTED IN FOOTNOTES 


Books listed os references ore in the Service-wide Library, Intermoun¬ 
tain School, Brigham City, Utah. Teachers may check out these books for 
examination, before ordering them for the school library. 

All films and filmstrips may be borrowed from the Film Library, In¬ 
termountain School, Brigham City, Utah. 


CIVIC RESPONSIBILITIES 


Level Seven: 

Helbing, Cleora C., Minimum Essential Goals for Everyday Living. Bureau 
of Indian Affairs, Department of the Interior, Washington, D. C., 1952. 

Science Research Associates, 57 W. Grand Ave., Chicago 10, III. McDowell, 
Nancy E., Your Club Handbook, Life Adjustment Booklet. 


Level Eight: 


Level Nine: 


COMMAND OF FUNDAMENTALS PROCESSES—-ARITHMETIC 
Level Seven: 

Knight, F. B., and others, Study Arithmetic, Book V. Scott, Foresman and 
Co., Chicago, III., 1948. 

Morton, Robert Lee, Making Sure of Arithmetic, Book VII. Silver Burdett Co., 
Chicago, III., 1952. 

Wheat, Harry Grove, and others, Row-Peterson Arithmetic, Book VII. Row, 
Peterson Co., Evanston, III., 1952. 


Level Eight: 

Fancher Charles, and others. Business Fundamentols for Everyone. Prentice- 
Hall, Inc., N. Y., 1952. 


177 


BOOKS LISTED IN FOOTNOTES 


COMMAND OF FUNDAMENTAL PROCESSES—ARITHMETIC (Cont'd) 
Level Eight: (Cont'd) 

Hart, Walter W., and Gregory, M. C., General Mathematics in Daily Activ¬ 
ities. D. C. Heath and Co., Boston, Mass., 1948. 

Nelson, Gilbert, and Grime, Hershel, Making Mathematics Work. Houghton 
Mifflin Co., Chicago, III., 1950. 

Wheat, Harry Grove, and others, Row-Peterson Arithmetic, Book VIII, Row, 
Peterson and Co., Evanston, III., 1952. 


Level Nine: 

Knight, F. B., and others. Study Arithmetic, Book VIII, Scott, Foresman and 
Co., Chicago, III., 1948. 

Nelson, Gilbert and Grimes, Hershel, Making Arithmetic Work. Houghton 
Mifflin Co., Chicago, III., 1950. 


COMMAND OF FUNDAMENTAL PROCESSES—ENGLISH 
Level Seven: 

Fernald, James C., Handbook of Synonyms, Antonyms and Prepositions. Funk 
WagnallsCo., N. Y., 1947. 

Foley, Mary C., and others. Language for Daily Use, Grade 7. World Book Co., 
Yonker-on-the-Hudson, N. Y., 1955. 

Green, Harry A., and Ashley, Kate, Building Better English, Book VII. Row, 
Peterson and Co., Evanston, III., 1952. 

Johnson, Roy Ivan, English Every Day. Ginn and Co., Chicago, III., 1943. 

McKee, Paul, and others. Mastering Your Language. Houghton Mifflin Co., 
Chicago, III., 1951. 

Pollock, Thomas Parke, and Rounds, Robert W., Words and Ideas. The Mac¬ 
millan Co., N. Y., 1954. 

Science Research Associates, 57 W. Grand Ave., Chicago, III. Witty, Paul, 
Streamline Your Reading, Life Adjustment Booklet. 

Wolfe, Don M., and others. Enjoying English, Grades 7, 8. L. W. Singer Co., 
Syracuse, N. Y., 1950. 


178 


BOOKS LISTED IN FOOTNOTES 


COMMAND OF FUNDAMENTAL PROCESSES—ENGLISH (Cont'd) 
Level Eight: 

Cassell, Mabel V., and others, Language Arts for Modern Youth, Book I, II. 
Charles Merrill Co,, Columbus, Ohio, 1939. 

Ferris, Florence K., and others. Learning Essential English, Book VIII. Laidlaw 
Bros., Chicago, 1954. 

Greene, Harry A., and Ashley, Kate, Building Better English, Grades 7, 8. 

Row, Peterson, Co., N. Y., 1944. 

McKee, Paul, and others, Houghton Mifflin Co., Dallas. Perfecting Your 
Language, Grade 8, 1948, Chapter I. 

Pollock, Thomas Clark, and others. Thought and Expression. The Macmillan 
Co., N. Y., 1954. 

Stoddard, Alexander J., and others, English, Grades 7, 8. American Book Co., 
Chicago, III., 1948. 


Level Nine: 

Blumenthal, Joseph C., and others. Living Language, Grade 9. Harcourt, 
Brace and Co., Chicago, 1953. 

Burham, Philip, Basic Composition, Book I. Scott, Foresman and Co., Chicago, 
III., 1949. 

John, Mellie, and others. Building Better English, Book I. Row, Peterson and 
Co., Evanston, III., 1951. 

Science Research Association, 57 W. Grand Ave., Chicago 10, III. Van Riper, 
C., You Can Talk Better, Junior Life Adjustment Booklet, 1953. 

Tressler, J. C., and Christ, Henry I., English in Action, Course 1. D. C. Heath 
and Co., Boston, Mass. 1955. 


SCIENCE 


Level Seven: 

Beauchamp, Wilbur L., and others. Discovering Our World. Scott, Foresman 
Co., Chicago, III., 1947. 

Beauchamp, Wilbur L., and others. Science Problems I. Scott, Foresman and 
Co., 1951. 


179 


BOOKS LISTED IN FOOTNOTES 


SCIENCE (Cont'd) 


Level Seven: (Cont'd) 

Beauchamp, Wilbur L., and athers, Solving Science Problems Workbook I. 
Scott, Foresman and Co., 1951. 

Caldwell, Otis W., and Curtis, Francis D., Everyday Science. Ginn and Co., 
Chicago, III., 1946. 

Masson, Louis T., General Science Made Easy. Garden City, N. Y. 1942. 

Watkins, Ralph K., and Perry, Winifred, Science for Daily Use. The Mac¬ 
millan Co., N. Y., 1940. 

Watkins, Ralph K., and Perry, Winifred, Understanding Science. The Mac¬ 
millan Co., N. Y., 1940. 

Wight, Edgar L., Classroom Activities Relating to Natural Resources. Bureau 
of Indian Affairs, Department of the Interior, Washington, D. C. 


Level Eight: 

Beauchamp, Wilbur L., and others. Discovering Our World. Scott, Foresman 
and Co., Chicago, III., 1947. 

Beauchamp, Wilbur L., Science Problems I. Scott, Foresman and Co., Chicago, 
III., 1951. 

Brandwein, Paul F., and others. You and Science. Harcourt, Brace and Co., 
N. Y., 1955. 

Brandwein, Paul F., and others. Science for Better Living. Harcourt, Brace and 
Co., N.Y., 1955. 

Burnett, R. Will, New World of Science. Silver Burdett Co., Chicago, III., 
1953. 

Caldwell, Otis W., and Curtis, Francis D., Everyday Science. Ginn and Co., 
Chicago, III., 1946. 

Carroll, Franklin B., and others. Understanding the Universe. John Winston 
Co., Chicago, III., 1943. 

Craig, Gerald S., and Hyde, Margaret Oldroyd, New Ideas in Science. Ginn 
and Co., Chicago, III., 1946. 

Craig, Gerald S., and Urben, John, Science Plans for Tomorrow. Ginn and Co., 
Chicago, III., 1946. 


180 


BOOKS LISTED IN FOOTNOTES 


SCIENCE (Cont'd) 


Level Eigth: (cont'd) 

Davis, C. I., and others, Science, A Story of Experiment and Discovery. Henry 
Holt and Co., N. Y., 1954. 

Eisman, Louis, and Tanzer, Charles, Biology and Human Progress. Prentice- 
Hall, Inc., N. Y., 1955. 

Masson, Louis T., General Science Made Easy, 1942. Garden City Pub. Co. 
Inc., Garden City, N. Y. 

Meister, Morris, and others, Wonderworld of Science. Charles Scribner's Sons, 
Chicago, III., 1948. 

Parker, Bertha Morris, Electricity. Row, Peterson and Co., Evanston, III., 1944. 

Parker, Bertha Morris, Heat. Row, Peterson and Co., Evanston, III., 1942. 

Wight, Edgar L., Classroom Activities Relating to Naturol Resources. Bureau 
of Indian Affairs, Department of the Interior, Washington, D. C. 


Level Nine: 

Beauchamp, Wilbur L., and others. Discovering Our World, Book III. Scott, 
Foresman and Co., Chicago, III., 1947. 

Beauchamp, Wilbur L., and others. Science Problems I. Scott, Foresman and 
Co., Chicago, III., 1951. 

Brandwein, Paul F., You ond Science. Harcourt, Brace and Co., N. Y., 1955. 

Caldwell, Otis W., and Curtis, Francis D., Everyday Science. Ginn and Co., 
Chicago, III., 1946. 

Craig, Gerald S., and Hyde, Margaret Oldroyd, New Ideas in Science. Ginn 
and Co., Chicago, III., 1946. 

Masson, Louis T., General Science Made Easy. McGraw-Hill Book Co., N. Y., 
1942. 

Meister, Morris, and others, Wonderworld of Science, Book VIII. Charles 
Scribner's Sons, Chicago, III., 1948. 

Watkins, Ralph K., and Perry, Winifred, Science for Daily Use. The Mac¬ 
millan Co., N. Y., 1940. 

Wight Edgar L., Classroom Activities Relating to Notural Resources. Bureau 
of Indian Affairs, Department of the Interior, Washington, D. C., 1952. 


181 


BOOKS LISTED IN FOOTNOTES 


HEALTH 


Level Seven: 

Helbing, Cleora C., Minimum Essential Goals for Everyday Living. Bureau of 
Indian Affairs, Department of the Interior, Washington, D. C. 

Burkhard, William E., and others. You and Your Health. Lyons & Carnahan, 
Chicago, III., 1952. 

Jones, Edwina, and others. For Healthful Living. Laidlaw Bros., 2121 Staunton 
Court, Palo Alto, Calif., 1954. 

O'Keefe, Pattric Ruth, and Maxwell, Cyrus H., Adventures in Living. John C. 
Winston Co., Chicago, III., 1954. 

Science Research Associates, 57 W. Grand Ave., Chicago, III., 1952. Kirk- 
endall, Lester A., Helping Children Understand Sex (a pamphlet). 

Shacter, Helen and others. You're Growing Up. Scott, Foresman and Co., 
Chicago, III., 1950. 


Level Eight: 

Charters, W. W., and others, A Sound Body. The Macmillan Co., N. Y., 
1947. 

Clemensen, Jessie Williams, and La Porte, William Ralph, Your Health and 
Safety. Harcourt, Brace and Co., N. Y., 1952. 

Shacter, Helen and others. Into Your Teens. Scott, Foresman and Co., Chi 
cago. III., 1951. 

Trott, Lona L., Red Cross Home Nursing, School Edition. Blakiston Co., 
Philadelphia, Pa., 1948. 


Level Nine: 

Burkhard, William E., and others. You and Your Health. Lyons and Carnahan, 
Chicago, III., 1953. 

Burkhard, William E., and others. Good Health For All. Lyons and Carnahan, 
Chicago, III., 1953. 

Goldberger, I. H., and Hallock, Grace T., Understanding Health. Ginn and 
Co., Boston, Mass., 1950. 


182 


BOOKS LISTED IN FOOTNOTES 


HEALTH (Cont'd) 

Level Nine: (Cont'd) 

Jenkins, Gladys Gardner, and others, Teen-Agers. Scott, Foresman and Co., 
Chicago, III., 1954. 

l^n^is, Judson T., and Landis, Mary G., Building Your Life. Prentice-Hall Inc., 
Trott, Lona L., Red Cross Home Nursing. Blakiston Co., Philadelphia, Pa., 


VOCATIONS 


Level Seven: 

Baxter, Laura, and others. Sharing Family Living. J. B, Lippincott Co., Chi¬ 
cago, III., 1951. 

Dearborn, Ned, and Andrews, Bill, Your Safety Handbook. Science Research 
Associates, 57 W. Grand Ave., Chicago, 111., 1952. 

Harris, Jessie W., and others. Everyday Living. Houghton Mifflin Co., Chi¬ 
cago, III., 1950. 

McDermott, Irene E., and Nicholas, Florence W., Homemaking for Teen- 
Agers. Charles A. Bennett Co., Inc., Peoria, III., 1951. 

Shacter, Helen, and others. Into Your Teens. Scott Foresman and Co., Chi¬ 
cago, III., 1951. 


Level Eight: 

Harris, Florence La Ganke, and Kauffman, Treva E., Young Folks ot Home. 
D. C. Heath and Co., Boston, Mass., 1953. 

Harris, Jessie W., and others. Everyday Living. Houghton Mifflin Co., Chi¬ 
cago, III., 1950. 

Kendall, Helen W., The Good Housekeeping Housekeeping Book. David Mc¬ 
Kay Co., Washington Square, Philadelphia, Pa., 1947. 

McDermott and Nicholas, Homemaking for Teen-Agers. Charles A. Bennett 
Co., Inc., Peoria, III., 1951. 


183 


BOOKS LISTED IN FOOTNOTES 


VOCATIONS (Cont'd) 


Level Nine: 


Baxter, Laura and others, Our Home and Family. J. B. Lippincott Co., Chi¬ 
cago, III., 1952. 

Baxter, Laura and others. Sharing Family Living. J. B. Lippincott Co., Chi¬ 
cago, III., 1951. 

Harris, Florence L., and Kauffman, Treva, Young Folks at Home. D. C. Heath 
and Co., Boston, Mass., 1953. 

Harris, Jessie W., and others. Everyday Living. Houghton Mifflin Co., Chi¬ 
cago, III., 1950. 

Hatcher, Hazel M., and Andrews, Mildred E., Adventuring in Home Living. 
Book I. D. C. Heath and Co., Boston, Mass., 1954. 

Jenkins, Gladys Gardner, and others, Teen-Agers. Scott, Foresman and Co., 
Chicago, III., 1954. 

Lewis, Dora S., and others. Family Meals and Hospitality. The Macmillan Co., 
N. Y. 


McDermott and Nicholas, Homemaking for Teen-Agers. Charles A. Bennett 
Co., Inc., Peoria, III., 1951. 

Miller, Frances S., and Laitem, Helen H., Personal Problems of the High 
School Girl. John Wiley and Sons, Inc., N. Y., 1950. 

Newkirk, Louis V., General Shop for Everyone. D. C. Heath and Co., Chicago, 
III., 1952. 

Robinson, Clark, Making the Most Out of School and Life. The Macmillan 
Co., N. Y., 1952. 

Todd, Elizabeth, Clothes for Girls. D. C. Heath and Co., Boston, Mass., 1952. 


184 


BOOKS POPULAR WITH JUNIOR HIGH READERS 


Arnold, Elliott, Broken Arrow. Little, Brown 

Baker, L,, Out on a Limb. McGrow, 1946 

Balch, Glenn, Indian Fur. Crowell, 1951 

Beim, Lorraine and Beim, Jerrold, Blue Jeans. Harcourt, Brace 

Benson, Sally, Junior Miss. Doubleday, 1947 

Blackmore, Richard D., Lorna Doone (adapted). Scott, Foresman, 1938 

Boylston, Helen D., The Sue Barton Books. Little, Brown 

Brier, Howard M., Blackboard Magic, and others. Random 

Burnett, Frances Hodgson, The Secret Garden. Lippincott 

Cavanna, Betty, Going on Sixteen, Spring Comes Riding. Westminister 

Carr, Mary James, Children of the Covered Wagon. Crowell, 1943. 

Clemens, Samuel Langhorne, Huckleberry Finn (adapted). Scott, Foresman 

Tom Sowyer (adapted). 

Daly, Maureen, Seventeenth Summer. Dodd 

Darby, Ada Clare, Skip-Come-a-Lou. Lippincott 

Downey, Fairvax, Dog of War. Dodd 

Du Jardin, Rosamund, Wait for Mercy. Lippincott 

Fairfax, Virginia, Su Won and Her Wonderful Tree. Dutton 

Farley, Walter, The Black Stallion Series. Random House 

Felsen, Henry, Hot Rod, Bertie Mokes a Break. Dutton 
Street Rod, and others. Random House 

Forbes, Kathryn, Mama's Bank Account. Harcourt, Brace 

Fox, Genevieve, Mountain Girl. Little, Brown, 1932 

Franklin, George Cory, Monte. Houghton, Mifflin 

Gail, Otto W., By Rocket to the Moon. Dodd 


185 


BOOKS POPULAR WITH JUNIOR HIGH READERS 


Gates, Doris, Blue Willow, North Fork, Little Vic. Viking 
Grey, Zone, The Young Pitcher. Grosset 

Henry, Marguerite, Brighty of the Grand Canyon. Rand, McNally 
Hinckle, Thomas C., Bugle, Hurricane Pinto, and others. Morrow 
James, Will, Smoky. Scribner 

Kjelgaard, Jim, Outlaw Red, Big Red. Holliday, 1953 

Knight, Eric, Lassie Come Home. Winston 

London, Jack, Call of the Wild. Grosset 

Louis, Joe, The Joe Louis Story. Grosset 

McCracken, Harold, Great White Buffalo. Lippincott, 1946 

Meoder, Steve W., Shadow in the Pines. Horcourt, Brace 

Messner Adventure Series (biography), Messner 

Montgomery, Rutherford, Mystery of the Turquoise Frog, Yellow Eyes, 
Broken Fang, and others. Coxton 

Newcomb, C., Silver Saddles. Longmans 

O'Brien, Jack, The Silver Chief Series. Grosset 

O'Hara, Mary, Thunderhead. Lippincott, 1943 

Schoor, Gene, Jim Thorpe Story. Messner 

Stevenson, Robert Louis, Treasure Island (adapted). Scott, Foresman 

Tunis, John R., Rookie of the Year, Keystone Kids, and others. Morrow 

Wilder, Laura Ingalls, The Long Winter, 

The Little Town on the Prairie. Harper 

Wyatt, Edgar, Cochise. McGraw, 1953 


186 





















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